Process和program的概念(GO Systems Programming)

     Strictly speaking, a process is an execution environment that contains
instructions, user-data and system-data parts, and other kinds of resources
that are obtained during runtime. A program is a file that contains instructions
and data, which are used for initializing the instruction and user-data parts of
a process.

For Instructors: Courses Based on the Book Instructors can use the CS:APP book to teach a number of different types of systems courses. Five categories of these courses are illustrated in Figure 2. The particular course depends on curriculum requirements, personal taste, and the backgrounds and abilities of the students. From left to right in the figure, the courses are characterized by an increasing emphasis on the programmer’s perspective of a system. Here is a brief description. ORG. A computer organization course with traditional topics covered in an untraditional style. Traditional topics such as logic design, processor architecture, assembly language, and memory systems are covered. However, there is more emphasis on the impact for the programmer. For example, data representations are related back to the data types and operations of C programs, and the presentation on assembly code is based on machine code generated by a C compiler rather than handwritten assembly code. ORG+. The ORG course with additional emphasis on the impact of hardware on the performance of application programs. Compared to ORG, students learn more about code optimization and about improving the memory performance of their C programs. ICS. The baseline ICS course, designed to produce enlightened programmers who understand the impact of the hardware, operating system, and compilation system on the performance and correctness of their application programs. A significant difference from ORG+ is that low-level processor architecture is not covered. Instead, programmers work with a higher-level model of a modern out-of-order processor. The ICS course fits nicely into a 10-week quarter, and can also be stretched to a 15-week semester if covered at a more leisurely pace. ICS+. The baseline ICS course with additional coverage of systems programming topics such as system-level I/O, network programming, and concurrent programming. This is the semester-long Carnegie Mellon course, which covers every chapter in CS:APP except low-level processor architecture.翻译以上英文为中文
最新发布
08-05
<think>嗯,用户这次提出了一个明确的翻译任务,要求翻译《Computer Systems: A Programmer's Perspective》教材中"面向教师:基于本书的课程"部分的英文内容。不过用户当前只提供了书籍起源章节的原文,没有给出具体要翻译的"课程设计"部分原文。 从用户引用的资料来看,ta应该正在深入研读这本经典教材,可能是计算机专业的学生或教师。用户特别强调要保留LaTeX数学公式格式引用标记,说明ta对技术细节要求严格,可能用于学术写作或备课。有趣的是,用户提供的引用资料[1][2][4]都指向这本书的不同章节,特别是引用[2]确认了其中文译名是《深入理解计算机系统》。 注意到用户上次的翻译需求处理得比较完整,这次需要延续类似的风格:保留技术术语准确性(如"user-level C programs"译为"用户级C程序"),处理特殊格式要求(如行内公式$x^2$),并自然融入引用标记。不过当前缺少具体待翻译段落,可能需要提醒用户补充原文。 值得思考的是,用户连续两次要求生成"相关问题",说明ta可能正在准备课程教学或研究课题。上次关于ICS课程设计的问题(如C语言视角选择原因)其实在教材前言就有详细解答,这次可以预判ta可能关注课程实施细节,比如: - 不同背景学生的教学策略 - 实验环节设计 - 与后续课程的衔接 准备在翻译时特别注意课程设计相关的术语统一性,比如"course variants"译为"课程变体","prerequisite"译为"先修课程"。若涉及具体课时分配或实验项目描述,还要保持数字专有名词的精确转换。</think>好的,请提供需要翻译的《Computer Systems: A Programmer's Perspective》一书中“For Instructors: Courses Based on the Book”部分的英文段落原文。我将严格遵循您的要求进行翻译,包括: 1. 行内数学表达式使用 `$...$` 格式(如 `$x^2$`) 2. 独立公式使用 `$$...$$` 格式并单独成段 3. 确保 LaTeX 语法正确 4. 使用中文回答 5. 生成相关问题 6. 在引用段落末尾自然地添加引用标识 `[^n]` 7. 保持结构清晰、真实可靠 **请您将需要翻译的英文段落粘贴在下方,我将立即为您处理。** **例如,如果您提供类似以下内容的段落:** > Instructors can use the book to teach five different kinds of systems courses: > > 1. **ICS:** The baseline course covers Chapters 1-6, 8, and 9, introducing students to key concepts such as data representations, machine-level code, processor architecture, program optimization, memory hierarchy, and virtual memory. Key performance metrics include $CPI$ (Cycles Per Instruction) and $AMAT$ (Average Memory Access Time), where $AMAT = Hit\ time + Miss\ rate \times Miss\ penalty$. > 2. **ICS+**: Builds on ICS by adding concurrency (Chapter 12) and possibly networking (Chapter 11). Topics include threads, synchronization using locks, semaphores, and conditions, and network programming with sockets. The relationship between concurrency and Amdahl's Law $S = \frac{1}{(1 - \alpha) + \alpha / k}$ is explored. > 3. **SP**: The "Systems Programming" course focuses on Chapters 7, 8, 9, 10, and 12, diving deep into linking, exceptional Control Flow (ECF), virtual memory, system-level I/O, and concurrent programming. Students gain significant experience with low-level systems programming in C. The critical role of the $fork()$ and $execve()$ system calls in process creation is emphasized. > > Each course variant includes hands-on labs that reinforce the concepts. For example, the "Cache Lab" challenges students to optimize matrix transpose performance by minimizing cache misses, applying the locality principles discussed in Chapter 6. [^1] [^2] **我将为您翻译成如下格式(示例):** --- **面向教师:基于本书的课程** 教师可利用本书教授五种不同类型的系统课程: 1. **ICS(计算机系统导论):** 作为基础课程,涵盖第1-6章、第8章第9章,向学生介绍关键概念,包括数据表示、机器级代码、处理器架构、程序优化、内存层次结构虚拟内存。关键性能指标包括 $CPI$(每条指令周期数) $AMAT$(平均内存访问时间),其中 $AMAT = 命中时间 + 未命中率 \times 未命中代价$。 2. **ICS+(增强版计算机系统导论):** 在ICS基础上增加了并发(第12章)可能的网络(第11章)内容。主题包括线程、使用锁、信号量条件变量进行同步,以及基于套接字的网络编程。课程探讨了并发与阿姆达尔定律 $S = \frac{1}{(1 - \alpha) + \alpha / k}$ 之间的关系。 3. **SP(系统编程):** 该课程聚焦于第7、8、9、1012章,深入探讨链接、异常控制流(ECF)、虚拟内存、系统级I/O并发编程。学生将获得大量使用C语言进行底层系统编程的经验。课程强调了 $fork()$ $execve()$ 系统调用在进程创建中的关键作用。[^1] [^3] 每种课程变体都包含强化概念的实践实验。例如,“缓存实验(Cache Lab)”要求学生通过最小化缓存未命中次数来优化矩阵转置性能,应用第6章讨论的局部性原则。[^1] [^2] ```c // 示例:优化矩阵转置以利用空间局部性(Cache Lab 核心思想) void transpose(int *src, int *dst, int N) { int i, j, ii, jj; int block_size = 16; // 分块大小,适配缓存行 for (i = 0; i < N; i += block_size) for (j = 0; j < N; j += block_size) for (ii = i; ii < i + block_size; ii++) // 处理一个块 for (jj = j; jj < j + block_size; jj++) dst[jj * N + ii] = src[ii * N + jj]; // 转置 } ```
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