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Space Link Extension - Service Management - CCSDS

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DRAFT RECOMMENDED STANDARD FOR SPACE LINK EXTENSION SERVICE MANAGEMENT<br />

Parameter Name Parameter Definition/Description Data Type Units<br />

urgent<br />

Specifies the whether the invoked operation Boolean n/a<br />

must be performed with urgency or not, which<br />

in turn defines the timeframe in which the<br />

invoked operation is to be performed:<br />

– ‘true’—the operation shall be performed<br />

within the period specified by the urgent<br />

timeout parameter for that operation;<br />

– ‘false’—the operation shall be performed<br />

within the period specified by the routine<br />

timeout parameter for that operation.<br />

NOTE – The value of this parameter may<br />

also have additional significance<br />

that is specific to the individual<br />

operation.<br />

* Coordinated universal time<br />

3.3.4.3.2.3 Data Set Composition and Relationship Requirements<br />

Table 3-6 defines the data set composition and relationship requirements common to all SLE-<br />

SM Invocation messages.<br />

Table 3-6: Data Set Composition and Relationship Requirements for<br />

All Invocation Messages<br />

GID-0001<br />

GID-0002<br />

An invocation message shall contain the Stereotype Message<br />

parameters specified in table 3-5.<br />

[syntactic validation]<br />

If there is no private annotation information, the messagePrivateAnnotation<br />

parameter shall have null content.<br />

3.3.4.3.3 Message Stereotypes<br />

3.3.4.3.3.1 General<br />

Return messages are used to convey the results of SLE-SM operations. There are three types<br />

of SLE-SM return messages: successful, failed, and acknowledged. Stereotypes for the<br />

successful and acknowledged returns, as well as two specialized stereotypes for the failed<br />

return message, are defined in this subsection. All SLE-SM return messages inherit the<br />

parameters of the stereotype, which in turn inherits the parameters of the<br />

abstract SleSmMessage data set. The stereotype is illustrated in<br />

figure 3-10.<br />

<strong>CCSDS</strong> 910.11-R-2 Page 3-21 March 2008

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