ITS Transit Standards Professional Capacity Building Program

Module 4: Transit Communications Interface Profiles (TCIP), Part 2 of 2: Structure and Elements of TCIP - Accessing TCIP via TIRCE and TCIP Tools

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(Note: This document has been converted from a PowerPoint presentation to 508-compliant HTML. The formatting has been adjusted for 508 compliance, but all the original text content is included, plus additional text descriptions for the images, photos and/or diagrams have been provided below.)

Slide 1:

Welcome - Graphic image of introductory slide. Please see the Extended Text Description below.

(Extended Text Description: Welcome - Graphic image of introductory slide. A large dark blue rectangle with a wide, light grid pattern at the top half and bands of dark and lighter blue bands below. There is a white square ITS logo box with words "Standards ITS Training" in green and blue on the middle left side. The word "Welcome" in white is to the right of the logo. Under the logo box is the logo for the U.S. Department of Transpotation, Office of the Assistant Secretary for Research and Technology.)

Slide 2:

Welcome slide with Mac Lister and screen capture of home webpage. Please see the Extended Text Description below.

(Extended Text Description: This slide, entitled "Mac Lister" has a photo of Mac Lister, Program Manager Knowledge and Technology Transfer, ITS Joint Program Office, on the left hand side, with his email address, Mac.Lister@dot.gov. A screen capture snapshot of the home webpage is found on the right hand side - for illustration only - from August 2014. Below this image is a link to the current website: www.pcb.its.dot.gov - this screen capture snapshot shows an example from the Office of the Assistant Secretary for Research and Development - Intelligent Transportation Systems Joint Program Office - ITS Professional Capacity Building Program/Advanced ITS Education. Below the main site banner, it shows the main navigation menu with the following items: About, ITS Training, Knowledge Exchange, Technology Transfer, ITS in Academics, and Media Library. Below the main navigation menu, the page shows various content of the website, including a graphic image of professionals seated in a room during a training program. A text overlay has the text Welcome to ITS Professional Capacity Building. Additional content on the page includes a box entitled What's New and a section labeled Free Training. Again, this image serves for illustration only. The current website link is: http://www.pcb.its.dot.gov.)

Slide 3:

Welcome slide with Jeffrey Spencer and screen capture of home webpage. Please see the Extended Text Description below.

(Extended Text Description: This slide, entitled "Jeffrey Spencer" has a photo of Jeffrey Spencer, ITS Team Leader, Federal Transit Administration, Office of Research, Demonstration and Innovation, on the left hand side, with his email address, Jeffrey.Spencer@dot.gov. A screen capture snapshot of the home webpage is found on the right hand side - for illustration only - which is the same screen snapshot from Slide 2. Below this image and to the right is the Federal Transit Administration (FTA) logo.)

Slide 4:

ITS Transit Standards Professional Capacity Building Program

Module 4:

Transit Communications Interface Profiles (TCIP), Part 2 of 2: Structure and Elements of TCIP—Accessing TCIP via TIRCE and TCIP Tools

Slide 5:

Acknowledgments

Slide 6:

Activity. A placeholder graphic with an image of hand over a computer keyboard to show that an activity is taking place.

Slide 7:

Instructor

Head shot photo of the instructor, Jerome M. Lutin

Jerome M. Lutin, Ph.D., P.E., AICP
Senior Director (Retired)
New Jersey Transit
South Brunswick, NJ, USA

Slide 8:

Target Audience

Slide 9:

Recommended Prerequisite(s)

  Decision-Maker Project Manager Project Engineer
Module 1: Introduction to ITS Transit Standards N/A
Module 2: Transit Management, Part 1 of 2 N/A
Module 3: Transit Communications Interface Profiles (TCIP), Part 1 of 2 N/A
Module 5: Transit Management, Part 2 of 2 N/A

Slide 10:

Curriculum Path (Project Manager)

Curriculum Path for Project Manager. A graphical illustration indicating the sequence of training modules and where this module fits in. Please see the Extended Text Description below.

(Extended Text Description: Curriculum Path for Project Manager. A graphical illustration indicating the sequence of training modules and where this module fits in. Each module is represented by a box with the name of the module in it and a flow chart showing the logical flow of the modules with the current module boxed in red. The first three horizontally sequenced boxes are green. The first box is "Introduction to ITS Transit Standards, Module 1." Below that, connected by a line, is a box with the text "Transit Management, Part 1 of 2." To the right of this box, is "Transit Management, Part 2 of 2". Below "Transit Management, Part 1 of 2", connected by a line, is a box with the text, "TCIP, Part 1 of 2". To the right of this box, is "TCIP, Part 2 of 2", which is outlined in red. From here, the lines branch out into four text boxes that are horizontally sequenced. The first two: "Traveler Information, Part 1 of 2" and "Arterial Management & Transit Signal Priority, Part 1 of 2" are green; the last two, in blue, are "Electronic Fare Payment Systems" and "Transit and the Connected Vehicle Environment/Emerging Technologies, Applications, and Future Platforms". Below "Traveler Information, Part 1 of 2," is the text box "Traveler Information, Part 2 of 2" coded in blue. Below "Arterial Management & Transit Signal Priority, Part 1 of 2" is the text box, "Arterial Management & Transit Signal Priority, Part 2 of 2", coded in blue.)

Slide 11:

Curriculum Path (Project Engineer)

Curriculum Path for Project Engineer. A graphical illustration indicating the sequence of training modules and where this module fits i. Please see the Extended Text Description below.

(Extended Text Description: Curriculum Path for Project Engineer. A graphical illustration indicating the sequence of training modules and where this module fits in. Each module is represented by a box with the name of the module in it and a flow chart showing the logical flow of the modules with the current module boxed in red. The first three horizontally sequenced boxes are green. The first box is "Introduction to ITS Transit Standards, Module 1." Below that, connected by a line, is a box with the text "Transit Management, Part 1 of 2." To the right of this box, is "Transit Management, Part 2 of 2". Below that "Transit Management, Part 1 of 2", connected by a line, is a box with the text, "TCIP, Part 1 of 2". To the right of this box, is "TCIP, Part 2 of 2", which is outlined in red. From here, the lines branch out into four text boxes that are horizontally sequenced. The first two: "Traveler Information, Part 1 of 2" and "Arterial Management & Transit Signal Priority, Part 1 of 2" are green; the last two, in blue, are "Electronic Fare Payment Systems" and "Transit and the Connected Vehicle Environment/Emerging Technologies, Applications, and Future Platforms." Below "Traveler Information, Part 1 of 2," is the text box "Traveler Information, Part 2 of 2 coded in green. Below "Arterial Management & Transit Signal Priority, Part 1 of 2", is the text box "Arterial Management & Transit Signal Priority, Part 2 of 2, coded in green.)

Slide 12:

Learning Objectives

  1. Illustrate the "communications stack" and show how it relates to TCIP.
  2. Describe the TCIP Implementation, Requirements and Capabilities Editor (TIRCE) and how it is used as the key to TCIP.
  3. Identify and provide examples of data elements, data frames, messages, and dialogs.
  4. Describe how data are organized in TCIP data exchanges
  5. Define a Profile Requirements List (PRL) and explain how it is used to specify TCIP requirements in a transit ITS project.
  6. Articulate and describe the uses of each tool in the TCIP suite of tools.
  7. Summarize the range of TCIP applications, implementation tools, and additional training.

Slide 13:

Learning Objective #1: Illustrate the "Communications Stack" and Show How It Relates to TCIP

Slide 14:

Learning Objective #1

Open Systems Interconnection (OSI) Model

Open Systems Interconnection (OSI) Model
7. Application Layer - Message Format - TCIP is used in this layer
6. Presentation Layer - Encryption/decryption - XML is used in this layer
5. Session Layer - Manages connection between computers
4. Transport Layer - Creates segments or "packets" of data
3. Network Layer -Addressing and routing
2. Data Link Layer - Access to physical layer, error detection
1. Physical Layer - Electrical properties of connection

Slide 15:

Learning Objective #1

TCIP Model for Data Exchange

Integrating systems using TCIP. Please see the Extended Text Description below.

(Extended Text Description: Author's relevant notes: Integrating systems using TCIP. This figure illustrates the TCIP model for data exchange. Transit subsystems are represented by blocks on the right and on the left. Between the blocks arrows represent the flow of data between them over an arrow representing the communications link. TCIP dialogs and file transfers are represented by an oval sitting above the communications link showing messages encoded using TCIP exchange profiles.)

Slide 16:

Learning Objective #1

TCIP Building Blocks

This graphic illustrates the distinction between what data are transferred, which is shown below the blue line; and how the data are transferred, which is shown above the blue line.

TCIP Building Blocks. Please see the Extended Text Description below.

(Extended Text Description: Author's relevant notes: TCIP Building Blocks. This figure shows a series of boxes arranged in a hierarchy below a line. The hierarchy starts with a box at the bottom representing data elements. This box is linked to boxes above it with arrows representing the buildup of higher levels of structure for data. These levels represent data frames and messages. These boxes represent what data is being transferred. The message box just below the line represents "messages" the highest level of the "what" that is being transferred. Above the line are boxes that represent how data is transferred. Messages are linked by arrows crossing the line to a box representing file based transfers and to a box representing dialogs. A box representing dialog patterns feeds into the dialog box. The dialog box in turn feeds a box representing dialog-based transfers. This diagram is used in subsequent slides with the relevant box highlighted respectively for the item being discussed in the slide.)

Slide 17:

Learning Objective #1

How Data Are Transferred - File-Based Exchange

Transfer Data Without the Use of Dialogs in a Non-Real-Time Manner

TCIP Building Blocks. Please see the Extended Text Description below.

(Extended Text Description: This slide uses the diagram shown in Slide #16 with the box labeled "File-Based Transfers" highlighted.)

Slide 18:

Learning Objective #1

Dialogs

Specify the Operational Purpose, Dialog Pattern, Messages, and Other Special Conditions/Constraints

TCIP Building Blocks. Please see the Extended Text Description below.

(Extended Text Description: This slide uses the diagram shown in Slide #16 with the box labeled "Dialogs" highlighted.)

Publication Dialog Definition - Refer to Section 7.1
Dialog Name: Business Area: Publish Fleet Locations CC
Dialog Purpose: Allows a subscriber to obtain PTV locations by subscribing through a single business system (e.g. CAD/AVL) rather than subscribing to each PTV individually.
Publication Type: Event
Row Updates Supported: None
Publication Request and Response Messages:
Request:
Response:
Error response:
Name
[CcFleetLocationSub]
[CcFleetLocation]
[CptSubErrorNotice]
Identifier
Cc 2063
Cc 2064
Cpt2000

Slide 19:

Learning Objective #1

Dialog-Based Transfer

Real-Time Transfer (Machine-to-Machine) Using Dialogs

TCIP Building Blocks. Please see the Extended Text Description below.

(Extended Text Description: This slide uses the diagram shown in Slide #16 with the box labeled "Dialog-Based Transfers" highlighted.)

Slide 20:

Learning Objective #1

Dialog Patterns

TCIP Building Blocks. Please see the Extended Text Description below.

(Extended Text Description: This slide uses the diagram shown in Slide #16 with the box labeled "Dialog Patterns" highlighted.)

Slide 21:

Activity. A placeholder graphic with an image of hand over a computer keyboard to show that an activity is taking place.

Slide 22:

Learning Objective #1

Which of the following is defined in a TCIP dialog?

Answer Choices

  1. How data are stored and translated
  2. How data are formatted
  3. How systems present data to human users
  4. How messages are sequenced

Slide 23:

Learning Objective #1

Review of Answers

A small graphical red and yellow X representing incorrect.a) How data are stored and translated
Incorrect. Dialogs do not determine how data are stored and translated.

A small graphical red and yellow X representing incorrect.b) How data are formatted
Incorrect. Dialogs do not determine how data are formatted.

A small graphical red and yellow X representing incorrect.c) How systems present data to human users
Incorrect. Dialogs do not determine how data are presented to human users.

A small graphical green and yellow check mark representing correct.d) How messages are sequenced
Correct! Dialogs specify the sequential order of messages.

Slide 24:

Summary of Learning Objective #1

Illustrate the "Communications Stack" and Show How It Relates to TCIP

Slide 25:

Learning Objective #2: Describe the TCIP Implementation, Requirements and Capabilities Editor (TIRCE) and How It Is Used as the Key to TCIP

Slide 26:

Learning Objective #2

Interface Specification

Detailed Interface Specifications Are Critical for Success

Slide 27:

Learning Objective #2

Interface Specification (cont.)

TIRCE - for Interface Specification

Slide 28:

Learning Objective #2

Interface Specification (cont.)

The Five Tabs of TIRCE

This slide shows a laptop computer on the left with arrows pointing to five boxes each labeled with one of the five tabs of TIRCE. Please see the Extended Text Description below.

(Extended Text Description: This slide shows a laptop computer on the left with arrows pointing to five boxes each labeled with one of the five tabs of TIRCE. Starting at the top with Tab 1, Profile Information, arrows lead to the next box below, Tab 2 Component Selection, and then to succeeding boxes for each tab. There are five tabs to create a Profile Requirements List (PRL) document or Profile Implementation Conformance Statement (PICS) document. TIRCE will prompt the user for information at each of the five tabs. Tab 1 Profile Information includes overall information such as agency name and project name. Tab 2 Component Selection allows the user to select specific components between which data will be exchanged and for which an interface must be specified. Tab 3 Interface Definition allows the user to select the TCIP dialogs and file transfers that each interface they will use. These services describe the message traffic that will occur between Project Component and its External Component. Tab 4 Interface Tailoring walks the user through a series of questions designed to help them specify the details of the information that will be exchanged across the interfaces. This step helps the user populate individual message fields within the communications selected for their project. Tab 5 Document Creation. At any point in the process, the user can select the Document Creation tab to see a version of the document created up to that point. Once all interfaces have been identified and tailored, the user is given the opportunity to check their newly created document for errors and export it in MS Word format.)

Slide 29:

Learning Objective #2

PRL and PICS

Profile Requirements List (PRL)

Profile Implementation Conformance Statement (PICS)

Slide 30:

Learning Objective #2

TIRCE - Agency Perspective

Profile Requirements List (PRL)

Slide 31:

Learning Objective #2

TIRCE - Vendor Perspective

Profile Implementation Conformance Statement (PICS)

Slide 32:

Learning Objective #2

TIRCE - Agency and Vendor Perspective

Slide 33:

Activity. A placeholder graphic with an image of hand over a computer keyboard to show that an activity is taking place.

Slide 34:

Learning Objective #2

Which statement best characterizes a Profile Requirements List (PRL)?

Answer Choices

  1. A PRL includes a Diff function
  2. A PRL is developed by the vendor
  3. A PRL specifies the size of the files in the data exchange
  4. A PRL is developed by the agency

Slide 35:

Learning Objective #2

Review of Answers

A small graphical red and yellow X representing incorrect.a) A PRL includes a Diff function
Incorrect. The Diff function is used to compare the PRL and PICS.

A small graphical red and yellow X representing incorrect.b) A PRL is developed by the vendor
Incorrect. The PRL is developed by the procuring agency.

A small graphical red and yellow X representing incorrect.c) A PRL specifies the size of the files in the data exchange
Incorrect. The PRL does not specify the size of the files.

A small graphical green and yellow check mark representing correct.d) A PRL is developed by the agency
Correct! The PRL is developed by the procuring agency.

Slide 36:

Summary of Learning Objective #2: Describe the TCIP Implementation, Requirements and Capabilities Editor (TIRCE), and How It Is Used as the Key to TCIP

Slide 37:

Learning Objective #3: Identify and Provide Examples of Data Elements, Data Frames, Messages, and Dialogs

Slide 38:

Learning Objective #3

Data Element

Slide 39:

Learning Objective #3

Data Elements (cont.)

Slide 40:

Learning Objective #3

Data Frames

Slide 41:

Learning Objective #3

TCIP Messages

Slide 42:

Learning Objective #3

TCIP Message Example "SchTimepointList"

C.319 Message ScliTiinepomtList {Sell 2007}

Use:

Provide a specified version of timepoint information

Remarks:

A timepoint may be used in more than one pattem.

An agency may decide to include alltimepoints for th e agency with in a timepoint version, or to limit a version to the timepoints included on a route or group o f routes, however all timepoints referenced in a pattern list (SchPattemList message) must be included in the version of the timepoints referenced by that pattern list. The update-thru field that the information provided reflects all updates thru the indicated datetime. This message can be used to convey changes to a timepoint list version since a specified time. In such a case, the update-since field indicates the date/time from which updates are provided. The deleted-timepoints field indicate timepoints deleted from the list since update-begin.

ASN1:

SchTimepointList ::= SEQUENCE {

subscriptionInfo CPTSubscriptionHeader,

languages CPTLanguageList OPTIONAL,

update-since CPT-DateTime OPTIONAL,

timepointVersion SCH-Time tableVersionID OPTIONAL,

effective CPT-Date Time,

expires CPT-Date Time OPTIONAL,

timepoints SEQUENCE (SIZE(1..10000)) OF SCHTimepointInfo OPTIONAL,

deleted-timepoints SEQUENCE (SIZE (1..25000)) OF SCHTimepointIden OPTIONAL

}|

The following dialogs use this message:

Publish Timepoint List

Slide 43:

Learning Objective #3

TCIP Dialogs

Slide 44:

Learning Objective #3

TCIP Dialog Example: "Publish Timepoint List"

D.147 Dinlog Publish Timepoint List

Use:

Allows a subscriber to obtain timepoint information by effective datetime or version number. The subscriber can determine the required timepoint effective date/version number using the Publish Master Schedule Version dialog.

Remarks:

The dialog may be used to re quest updates to a timepoint list since a specified date/time if the subscriber has previously obtained the complete timepoint list with the specified effective date or version number.

Dialog Contents

Message Role File Transfer
SenTimepointListSub Request No
SenTimepointList Response Yes
CptSubErrorHotice ErrorResponse No

Dialog Row Updates

Message Field Data Frame
SenTimepoint List timepoints SCHTimepointInfo

Slide 45:

Learning Objective #3

TCIP Has 11 Types of Dialog Patterns

  1. Publication (query, periodic, and event)
  2. Command-Response
  3. Report
  4. Silent alarm
  5. Load
  6. Unload
  7. Voice radio call
  8. Signal control and prioritization
  9. Blind notification
  10. Push
  11. Traveler service request

Slide 46:

Learning Objective #3

TCIP Dialog Patterns 1 - 4

  1. Publication (query, periodic, and event)
  2. Command-Response
  3. Report
  4. Silent alarm

Slide 47:

Learning Objective #3

TCIP Dialog Patterns 5 - 8

  1. Load
  2. Unload
  3. Voice radio call
  4. Signal control and prioritization

Slide 48:

Learning Objective #3

TCIP Dialog Patterns 9 -11

  1. Blind notification
  2. Push
  3. Traveler service request

Slide 49:

Learning Objective #3

TCIP Dialog Pattern Example

Periodic Variations of Publication Dialog

Periodic Dialog Patterns. The graphic shows the systems exchanging data as rectangles on each side. Please see the Extended Text Description below.

(Extended Text Description: Author's relevant notes: Periodic Dialog Patterns. The graphic shows the systems exchanging data as rectangles on each side. The system on the left is a subscriber. The system on the right is a Scheduling System, which is a publisher. Arrows between the rectangles, like tilted rungs on a ladder, illustrate the message flows in the dialog in time sequence starting at the top. Dialog patterns define a sequence of actions in a generic format that can be reused. This example shows the operation of the Publish Subscribe Dialog Pattern. The subscriber requests information using a Query Message. In a normal execution, the publisher responds with the requested data. Depending on the content of the query, there may be a single answer or an ongoing set of answers. An ongoing set of answers is appropriate when the requested information changes on an ongoing basis (e.g., vehicle location). In an abnormal execution, the subscriber requests the information and if the publisher determines the information is unavailable, then the subscriber is not authorized. As a result, the publisher returns an error message.)

Slide 50:

Activity. A placeholder graphic with an image of hand over a computer keyboard to show that an activity is taking place.

Slide 51:

Learning Objective #3

Which of the following statements about data elements is correct?

Answer Choices

  1. A data element can include a data frame
  2. A data element can only include integers
  3. A data element cannot be used to identify a person
  4. A data element can be used to represent a concept

Slide 52:

Learning Objective #3

Review of Answers

A small graphical red and yellow X representing incorrect.a) A data element can include a data frame
Incorrect. A data frame can include a data element, but a data element cannot include a data frame.

A small graphical red and yellow X representing incorrect.b) A data element can only include integers
Incorrect. A data element can include several types of ASN. 1 representations.

A small graphical red and yellow X representing incorrect.c) A data element cannot be used to identify a person
Incorrect. A data element can be a person's name or other identifier.

A small graphical green and yellow check mark representing correct.d) A data element can be used to represent a concept
Correct! A data element can represent a person, place, thing, or concept.

Slide 53:

Summary of Learning Objective #3: Identify and Provide Examples of Data Elements, Data Frames, Messages, and Dialogs

Slide 54:

Learning Objective #4: Describe How Data Are Organized in TCIP Data Exchanges

Slide 55:

Learning Objective #4

TCIP Identifiers

Slide 56:

Learning Objective #4

TCIP Identifiers (cont.)

TCIP Identifiers

Slide 57:

Learning Objective #4

TCIP Identifiers (cont.)

Slide 58:

Learning Objective #4

Optional Items (Fields)

Annex B.79 Data Frame: CPTStoppointlden {CPT 1016}

Use: Uniquely identify a stoppoint whether in a single, or mnlti agency environment.

ASN.1 Representation:

CPTStoppointlden ::= SEQUENCE{

stoppoint-id CPT-StoppointID,

agency-id CPT-AgencylD OPTIONAL,

name CPT-StoppointName OPTIONAL,

nameLangs CPTAdditionalLanguageContents OPTIONAL,

designator CPT-StoppointDesignator OPTIONAL,

designatorLangs CPTAdditionalLanguageContents OPTIONAL,

agencydesignator CPT-AgencyDesignator OPTIONAL,

agencydesignatorLangs CPTAddit ionalLanguageContents OPTIONAL

}

Slide 59:

Learning Objective #4

Versioning

ASN.1 Representation:

SchPatternList ::= SEQUENCE {

subscriptionInfo CPTSubscriptionHeader,

languages CPTLanguageList OPTIONAL,

patternVersion SCH-TimetableVersionID OPTIONAL,

effective CPT-DateTime,

update-sinee CPT-DateTime OPTIONAL,

update-thru CPT-DateTime,

stoppointVersion CPT-StoppointVersion OPTIONAL,

stoppointEffective CPT-DateTime,

timepointVersion SCH-TimetableVersionID OPTIONAL,

timepointEffective CPT-DateTime,

Slide 60:

Learning Objective #4

Row Updates

Slide 61:

Learning Objective #4

Row Updates

Example

This slide graphically depicts row updates. Please see the Extended Text Description below.

(Extended Text Description: Author's relevant notes: This slide graphically depicts row updates. A stack of boxes in the center represents a list of stoppoints in the order they are encountered as a bus travels its route. A box to the left represents a stoppoint to be added to the route. A stack of boxes on the right represents the updated list of stoppoints with the new one inserted correctly between the preceding stoppoint and the following stoppoint.)

Slide 62:

Learning Objective #4

Row Updates (cont.)

Slide 63:

Learning Objective #4

Applicability

This slide shows a graphic representation of TCIP applicability. Please see the Extended Text Description below.

(Extended Text Description: Author's relevant notes: This slide shows a graphic representation of TCIP applicability. Six buses, each showing an identification number, are represented in rectangles with color-coded borders. Buses in rectangles with a blue border are those for which a brake recall is applicable. Buses in rectangles with a yellow border are those for which a map update is applicable. Both the brake recall and the map update are applicable to one bus which is denoted by a rectangle with both blue and yellow borders.)

Slide 64:

Learning Objective #4

Local Extensions - Two Types

Type 1 - Code Extension

Slide 65:

Learning Objective #4

Local Extensions (cont.)

Type 1 - Code Extension

Local Extensions - Type 1

SCH-ServiceType ::= ENUMERATED {

regular (1), - Regular,
express (2), - Express,
circular (3), - Circular,
radial (4), - Radial,
feeder (5), - Feeder,
jitney (6), - Jitney,
limited (7), - Limited,
nonRevenue(8), - Non-revenue,
unknown (9), - Unknown,
charter (10), -- Charter Service,
school (11), -- School Service,
special (12), -- Special Service,
operatorTraining (13), - Operator Training,
maintenance (14), -- Maintenance Service,
noService (15), -- No Service,
standBy (16), -- Stand-by,
extra (17), -- Extra,
- 18-127 reserved
- 128-255 local use ... - # LOCAL_CONTENT

}

Slide 66:

Learning Objective #4

Local Extensions (cont.)

Type 2 - Frame/Message Extension

Type 2 - Frame/message extensions - add locally specified data to the sequence Data Frame: CCBlockWorkRecord

CCBlockWorkRecord ::= SEQUENCE {
block SCHBIocklden,
begin-time CPT-DateTime OPTIONAL,
end-time CPT-DateTime OPTIONAL,
timepoints SEQUENCE (SIZE{1..15000)) OF CCTimepointHistorv OPTIONAL,
stoppoints SEQUENCE (SIZE{1..15000)) OF OBStoppointRecord OPTIONAL,
deviations SEQUENCE (SIZE{1..1000)) OF CCRouteDeviationRecord OPTIONAL,
passenger-miles CC-PassengerMiles OPTIONAL,
... - # LOCAL_CONTENT
}

dailySamples SEQUENCE(SIZE(1.. 1000)) OF ABCAirQualitySample OPTIONAL

Slide 67:

Learning Objective #4

Multilanguage Support

Slide 68:

Activity. A placeholder graphic with an image of hand over a computer keyboard to show that an activity is taking place.

Slide 69:

Learning Objective #4

Which statement best characterizes a TCIP identifier?

Answer Choices

  1. Uses a shorthand code to represent an item
  2. Identifies a TCIP-generated message
  3. Identifies a unique data frame
  4. Always includes a string designator to identify an item

Slide 70:

Learning Objective #4

Review of Answers

A small graphical green and yellow check mark representing correct.a) Uses a shorthand code to represent an item
Correct! A TCIP identifier can be used to represent an item that may have a longer description.

A small graphical red and yellow X representing incorrect.b) Identifies a TCIP-generated message
Incorrect. A TCIP identifier represents items in the real world, not TCIP elements.

A small graphical red and yellow X representing incorrect.c) Identifies a unique data frame
Incorrect. A TCIP identifier would not be used to represent a TCIP data frame. An identifier is a data element.

A small graphical red and yellow X representing incorrect.d) Always includes a string designator to identify an item
Incorrect. String designators are optional types of identifiers; alpha-numeric identifiers are mandatory.

Slide 71:

Summary of Learning Objective #4:

Describe How Data Are Organized in TCIP Data

Exchanges

TCIP Provides a Way To:

Slide 72:

Learning Objective #5: Define a Profile Requirements List (PRL) and Explain How It Is Used to Specify TCIP Requirements in a Transit ITS Project

Slide 73:

Learning Objective #5

Profile Information

Profile information entry is in the first tab of TIRCE. Please see the Extended Text Description below.

(Extended Text Description: Author's relevant notes: Profile information entry is in the first tab of TIRCE. As can be seen from the screen shot, TIRCE asks the user to enter a name for the project, agency/company name and ID, and asks if the profile is for a single or multiple agency model architecture. It also asks the user if languages other than English will be used and if agency-defined applicability groups will be used.)

Slide 74:

Learning Objective #5

TIRCE Example - Component Selection

This slide includes a graphic representation of two components which will exchange information using TCIP. Please see the Extended Text Description below.

(Extended Text Description: This slide includes a graphic representation of two components which will exchange information using TCIP. A rectangle on the left represents a CAD/AVL system. A rectangle on the right represents a Traveler Information System. An arrow labeled "Fleet Location" points extends from the CAD/AVL system toward the Traveler Information System, representing the flow of information. A text bullet reads, Transferring fleet location information between a CAD/AVL system and a Traveler Information System.)

Slide 75:

Learning Objective #5

TIRCE Example - Component Selection

TCIP Model Architecture. Please see the Extended Text Description below.

(Extended Text Description: TCIP Model Architecture. The graphic on this slide illustrates the TCIP Model Architecture with various areas where subsystems are located and the communication links between subsystems. It shows how components can be selected directly from this graphic which is included in the TIRCE tool. At the top is a box that includes External Business Systems. Immediately below that is a box that includes Transit Business Systems. These areas indicate systems that are located in an office and don't move around (e.g., Banks, Data Repositories, Transit Security, CAD/AVL). Below and to the right of the Transit Business Systems box is a box representing Transit Field Environment. This area indicates systems that are not in an office, but they don't move around either (e.g., bus stop, station, TVM, kiosk). Above and to the left of the Transit Business Systems box is a box for Non-Transit Field Environment. This area indicates systems that are not in an office, but they don't move around AND they are not related to transit (specifically) (e.g., traffic lights). To the left of the Transit Business Systems box is a box representing the Travelers. Below and to the left of the Transit Business Systems box is a box which includes Mobiles/Portable Agency Environment. This area indicates systems that move (e.g., vehicles). Between each box is a narrow oval, like a sausage, that depicts the communications links among the various types of systems, including fixed-point communications between stationary elements and wireless communications to elements that move. In this example, the CAD/AVL system and the Traveler Information System are the components selected to exchange information.)

Slide 76:

Learning Objective #5

TIRCE Example - Interface Definition and Tailoring

Fleet Location Example. Please see the Extended Text Description below.

(Extended Text Description: Author's relevant notes: The graphic in this slide uses a diagram similar to slide #74, with the CAD/AVL system shown as a rectangle on the left and the Traveler Information System shown as a rectangle on the right. The graphic illustrates the TCIP dialog: Publish Fleet Locations. A horizontal arrow pointed toward the left represents the first message in the dialog, "CcFleetLocationSub" from the Traveler Information System subscribing to the CAD/AVL. A horizontal arrow below that pointing to the right represents the second message in the dialog, CcFleetLocation" which is sent from the CAD/AVL to the Traveler Information System. A third horizontal arrow below that pointing toward the right represents an alternate message "CptSubErrorNotice," which is an error message sent if the fleet location data is not available.)

Slide 77:

Learning Objective #5

TIRCE Example - Document Creation

Profile Requirements List (PRL) Cover Sheet
Project Name: abc
Creation Date: August 17,2014
Agency/Company Name: abc
Agency ID:
Agency Model: Unknown
Project Component(s): Computer Aided Dispatch/ Automatic Vehicle Location
External Component(s): Traveler Information Svstem
Profile Requirements List (PRL)
Project Name: abc
Agency/Company Xaue: abc Agency ID: Agency Model: Unknown
Project Component: IP/Network Address: Port/Transport Address:
Computer Aided Dispatch. Automatic Vehicle Location CAD_AVL CAD_AVL_PORT
External Component: lP/Netword Address: Port/Transport Address:
Traveler Information System TIS TIS_PORT
Non TCIP Interfaces Supported:
Exceptions to TCIP Requirements:
Conformance Class 1A: Supported Dialogs
Project Component: Computer Aided Dispatch/Automatic Vehicle Location
Externa] Component: Traveler Information System
Dialog Name Role TCIP Version PRL Annex
Publish Fleet Locations Publisher 3.0.6 1.A.1
Conformance Class 2A: TCIP Message Files Accepted
Project Component: Computer Aided Dispatch/Automatic Vehicle Location
External Component: Traveler Information System
File Attributes & limitations:

Slide 78:

Learning Objective #5

Example of XML-Encoded TCIP Message

Produced by TIRCE for a PRL

I version="1.0" encoding="UTF-8"?>
ccLocationReport sourceport = "62627" sourceip = "192.168.0.65"created = "2013-04-24T17:17:29.960Z" sourcea _Final_3_0_4.xsd" xmlns:local="http://www.tcip-3-0-4-local" xmlns:tcip="http://www.TCIP-Final-3-0-4" i :xsi="http://www.w3.org/200I/XMLSchema-instance" >
request-id >4001</request-id >
status-info>3</status-info>
time-reported >2016-01-07T13:10:23</time-reported>
latitude>31000000</latitude>
longitude>-89000000</longitude>
- <direction>
<deg>90</deg>
<rad>0</rad>
<cdeg>0</cdeg>
</direction>
<speed>50</speed>
</tcip: ccLocationReport >

Slide 79:

Activity. A placeholder graphic with an image of hand over a computer keyboard to show that an activity is taking place.

Slide 80:

Learning Objective #5

Which of the following is not included in the preparation of a Profile Requirements List (PRL)?

Answer Choices

  1. Profile information
  2. Component selection
  3. Vendor conformance
  4. Interface tailoring

Slide 81:

Learning Objective #5

Review of Answers

A small graphical red and yellow X representing incorrect.a) Profile information
Incorrect. Profile information is included in a PRL.

A small graphical red and yellow X representing incorrect.b) Component selection
Incorrect. Component selection is included in a PRL.

A small graphical green and yellow check mark representing correct.c) Vendor conformance
Correct! Vendor conformance is not included in preparing a PRL. The DIFF function would be used.

A small graphical red and yellow X representing incorrect.d) Interface tailoring
Incorrect. Interface tailoring is used in preparation of a PRL.

Slide 82:

Summary of Learning Objective #5: Define a Profile Requirements List (PRL) and Explain How It Is Used to Specify TCIP Requirements in a Transit ITS Project

Slide 83:

Learning Objective #6: Articulate and Describe the Uses of Each Tool in the TCIP Suite of Tools

Slide 84:

Learning Objective #6

TCIP Tool Suite

TCIP Support Tools Suite. Please see the Extended Text Description below.

(Extended Text Description: Author's relevant notes: TCIP Support Tools Suite. This slide shows items in three columns which illustrate the typical sequence in which TCIP tools are used and the purpose of each. Column one shows stages in the process. Column two show boxes labeled with the TCIP tools that are used. Column three shows the capability provided by each tool in the sequence. Starting at the top: "Interface Definition" is accomplished using the tool "TIRCE" which produces "Requirements Definition," Interface Specification, "and TCIP Compliant Documentation." The second stage, "Procurement," is accomplished using the tool "TIRCE" which produces an "Automated Comparison of Vendor Responses to RFP Requirements." The third stage, "Development," uses three TCIP tools, "TCIP Message Builder," TCIP Interrogator," and "TCIP Responder." These tools provide "Simulation Capability," TCIP Message Generation," and Data Logging/Viewing". The fourth stage, "Verification," uses the tool "TCIP Interrogator" which produces an "Automated TCIP Compliance Verification.")

Slide 85:

Learning Objective #6

Uses of TCIP Tools: Interface Definition -

TIRCE

TIRCE Allows a User to Specify an Interface in Five Steps

TCIP Support Tools Suite. Please see the Extended Text Description below.

(Extended Text Description: This slide uses the diagram shown in Slide #84 with the top box labeled "TIRCE" highlighted.)

Slide 86:

Learning Objective #6

Uses of TCIP Tools: Procurement - TIRCE

TIRCE Produces Two Key Documents to Facilitate ITS Procurements

TCIP Support Tools Suite. Please see the Extended Text Description below.

(Extended Text Description: This slide uses the diagram shown in Slide #84 with the second box labeled "TIRCE" highlighted)

Slide 87:

Learning Objective #6

Uses of TCIP Tools - Development

TCIP Message Builder

TCIP Support Tools Suite. Please see the Extended Text Description below.

(Extended Text Description: This slide uses the diagram shown in slide #84 with the box labeled "TCIP Message Builder" highlighted.)

Slide 88:

Learning Objective #6

TCIP Message Builder - Example

This screenshot of the message builder. Please see the Extended Text Description below.

(Extended Text Description: Author's relevant notes: This screenshot of the message builder illustrates how users can create a test message to test the specification.)

Slide 89:

Learning Objective #6

Uses of TCIP Tools - Verification

TCIP Test Console

TCIP Support Tools Suite. Please see the Extended Text Description below.

(Extended Text Description: This slide uses the diagram shown in slide #84 with the boxes labeled "TCIP Interrogator" and "TCIP Responder" highlighted.)

Slide 90:

Learning Objective #6

Uses of TCIP Tools - Verification (cont.)

TCIP Interrogator

TCIP Support Tools Suite. Please see the Extended Text Description below.

(Extended Text Description: This slide uses the diagram shown in Slide #84 with the lower box labeled "TCIP Interrogator" highlighted.)

Slide 91:

Learning Objective #6

Uses of TCIP Tools - Verification (cont.)

TCIP Responder

TCIP Support Tools Suite. Please see the Extended Text Description below.

(Extended Text Description: This slide uses the diagram shown in Slide #84 with the lower box labeled "TCIP Responder" highlighted.)

Slide 92:

Learning Objective #6

TCIP Tool Suite - Test Console

Testing a Component

This diagram illustrates the logical structure of the TCIP test console. Please see the Extended Text Description below.

(Extended Text Description: This diagram illustrates the logical structure of the TCIP test console. A box on the left labeled "TIRCE" represents using TIRCE to create a PRL, which is shown as a cylindrical data file. An arrow representing TCIP message structures originates from the PRL and points to a box at the top labeled "TCIP Message Builder." An arrow from the message builder points toward a box labeled "TCIP interrogator" and represents the content of TCIP compliant messages. To the right of the PRL is the rectangle which represents the TCIP interrogator. Two other arrows from the PRL point respectively at ovals inside the interrogator box, labeled "interrogator" and "verification." These arrows represent TCIP message structures used to initiate and verify that a unit under test, represented by a rectangle to the right of the interrogator box, is responding correctly to a TCIP data request from the interrogator.)

Slide 93:

Learning Objective #6

TCIP Tool Suite - Test Console

Testing a Simulated Component

This diagram illustrates how the test console can be used to simulate both sides of an interface between components and is related to Slide #92. Please see the Extended Text Description below.

(Extended Text Description: Author's relevant notes: This diagram illustrates how the test console can be used to simulate both sides of an interface between components and is related to Slide #92. The box labeled "unit under test" is replaced with a rectangle labeled "TCIP responder" and the message builder has an additional arrow pointing to the "TCIP Responder" showing that the message builder is supplying test messages to the responder.)

Slide 94:

Activity. A placeholder graphic with an image of hand over a computer keyboard to show that an activity is taking place.

Slide 95:

Learning Objective #6

Which of the following statements about the underlined TCIP tool function is FALSE?

Answer Choices

  1. Interrogator simulates a client component requesting data
  2. Responder simulates a server providing data
  3. Test Console corrects errors in XML schema
  4. TIRCE (Diff function) compares a PICS with a PRL

Slide 96:

Learning Objective #6

Review of Answers

A small graphical red and yellow X representing incorrect.a) Interrogator simulates a client component requesting data
Incorrect. This statement is true.

A small graphical red and yellow X representing incorrect.b) Responder simulates a server providing data
Incorrect. This statement is true.

A small graphical green and yellow check mark representing correct.c) Test Console corrects errors in XML schema
Correct! This statement is false. The test console does not correct XML errors.

A small graphical red and yellow X representing incorrect.d) TIRCE (Diff function) compares a PICS with a PRL
Incorrect. This statement is true.

Slide 97:

Summary of Learning Objective #6: Articulate and Describe the Uses of Each Tool in the TCIP Suite of Tools

Slide 98:

Learning Objective #7: Summarize the Range of TCIP Applications, Implementation Tools, and Additional Training

Slide 99:

Learning Objective #7

Non-Normative TCIP Content - Model Architecture and Concept of Operations

Slide 100:

Learning Objective #7

Non-Normative TCIP Content - Model Architecture and Concept of Operations (cont.)

Where do I find it?

How do I get it?

Slide 101:

Learning Objective #7

Normative TCIP Content - Building Blocks, Data Elements to Dialogs

Where do I find it?

Slide 102:

Learning Objective #7

TCIP Implementation Tools

Where do I get them?

Download FREE from:

Slide 103:

Learning Objective #7

TCIP Tools Download - Implementation Tools

This graphic shows the TCIP Window. Please see the Extended Text Description below.

(Extended Text Description: Author's relevant notes: This graphic shows the TCIP Window. Users can download all tools at once, including example protocol documents and training examples from the NTI course on TCIP.)

Slide 104:

Learning Objective #7

TCIP Tools Download - Implementation Tools

This graphic shows the desktop icons for each of the TCIP tools. Please see the Extended Text Description below.

(Extended Text Description: Author's relevant notes: This graphic shows the desktop icons for each of the TCIP tools: TIRCE, Message Builder, and Test Console.)

Slide 105:

Learning Objective #7

Who Is Using TCIP? Examples and Real World Applications

Current TCIP Projects

Slide 106:

Learning Objective #7

Examples of TCIP Implementation at Transit Agencies

Lynx Pilot. Please see the Extended Text Description below.

(Extended Text Description: Author's relevant notes: Who is using TCIP? Examples and Real World Applications – Lynx Pilot. This slide shows a snapshot of the FUTURE LYNX (Orlando) Agency ITS Architecture. Non-TCIP interfaces are shown by black lines connecting the boxes. TCIP interfaces are shown by red lines. Descriptions for non-generic boxes in the LYNX Architecture Trapeze Scheduling is a Transit Schedule Development Platform. This system provides data to Trapeze BD and to aE Schedule Translation which uses TCIP to interface with aE Traveler Information/AVL, aE Advertising Manager and aE VLU. Trapeze BD Transportation Operations provides bid processing, dispatch control, and timekeeping and sends data to Mentor CAD. Mentor AVL provides near-real time bus tracking data to Mentor CAD and to aE Traveler Information/AVL. Mentor CADD provides computer assisted management of buses while they are en route as well as for initial dispatch. LYNX Bus to Blocks is a LYNX IT Application that manages the daily assignment of buses to blocks (work assignments) which also provides information to aE Traveler Information/AVL. Ontira Trip Planner provides customers with address-to-address trip planning by combining a routing algorithm with dynamic mapping and provides data to Ontira Multimedia which provides customers with service information via a variety of communications media (phones, internet, kiosks, etc.).)

Slide 107:

Learning Objective #7

Examples of TCIP Implementation at Transit Agencies (cont.)

King County Transit ITS Architecture. Please see the Extended Text Description below.

(Extended Text Description: Author's relevant notes: Who is using TCIP? Examples and Real World Applications (cont.) – King County Transit ITS Architecture. This graphic shows the King County Metro architecture for Transit Signal Priority. TCIP will be used to communicate information that supports signal priority requests from buses to the traffic signal control system. The TCIP compliant interface is shown as a red line. The conversation between the Priority Request Generator (PRG) and the Priority Request Server (PRS) uses a different standard.)

Slide 108:

Learning Objective #7

Examples of TCIP Implementation at Transit Agencies (cont.)

MTA Bus Time Technology. Please see the Extended Text Description below.

(Extended Text Description: Author's relevant notes: Who is using TCIP? Examples and Real World Applications (cont.) – MTA Bus Time Technology – MTA Bus CIS Concept Architecture. This graphic illustrates the New York MTA's bus customer information system architecture. TCIP is used in conjunction with other standards to communicate real time bus arrival data every 30 seconds from 5,500 buses to the central server. On the left are shown components on a bus, including the Operator Login Information which is sent to the Payment Terminal. An enhanced GPS unit provides NEMA standard location data to the Payment Terminal which then sends location and login data from the bus to a 3G modem. The Verizon wireless data network sends the data which uses standards including TCIP, JSON and HTTP to the CIS server in the MTA back office. Here, GTFS standard is used to send Schedules, Map and Route Data to the Bus CIS Server. TCIP is used to send crew dispatch data to the Bus CIS Server. The Bus CIS Server uses SMS to send information to customer cell phones, and uses the web to send data to smart phones, customer PC's, and digital displays.)

Slide 109:

Learning Objective #7

Examples of TCIP Implementation at Transit Agencies (cont.)

AMT Montreal. Please see the Extended Text Description below.

(Extended Text Description: Author's relevant notes: Who is using TCIP? Examples and Real World Applications (cont.) AMT Montreal. This graphic illustrates how Montreal's AgenceMétropolitaine de Transport (AMT) uses TCIP dialogs to exchange data between two different CAD/AVL servers. A CAD/AVL Server for AMT is shown as a circle on the left. This exchanges data over a communications stack depicted as a triangle in the middle. On the right, a circle represents the CAD/AVL server for a sister agency, STL. The triangle segments in the middle illustrate the communication layers involved the exchange. Ethernet protocols are the bottom layer. TCIP is the next layer which is used to specify the dialogs. The messages in the dialogs are encoded in XML using the TCIP schema shown as the top layer.)

Slide 110:

Learning Objective #7

Examples of TCIP Implementation at Transit Agencies (cont.)

AMT Montreal. Please see the Extended Text Description below.

(Extended Text Description: Author's relevant notes: This slide illustrates in greater detail the interface between AMT and STL servers in Montreal. On the left, A cylinder represents the AMT database. A two-way arrow represents the information flow between the database and a TCIP application and graphic user interface which sends information to a web server. The TCIP application exchanges TCIP encoded information through a firewall to an Ethernet connection, and then through a firewall to a similar configuration on the right representing the STL end of the link. Boxes above the Ethernet link graphically depict the communications stack protocols used, including SOAP in the application layer and TCP/IP in the transport layer.)

Slide 111:

Learning Objective #7

Examples of TCIP Implementation at Transit Agencies (cont.)

WMATA Washington DC. Please see the Extended Text Description below.

(Extended Text Description: Author's relevant notes: This slide graphically shows the WMATA TCIP pilot. TCIP is used to translate data from legacy systems and publish data to 3rd party systems.
On the left are four boxes stacked vertically. From the top down, the boxes are labeled respectively: "WMATA Enterprise GIS," "Trapeze FX," IBM Maximo," and "PeopleSoft." These four boxes exchange data with a cylinder to the right labeled "WMATA Operational Data Systems." To the right of the cylinder is a box labeled "TCIP Translator (Publisher)" which exchanges Employee Data, Vehicle Data, and Schedule Data with the WMATA Operational Data Systems. In turn, the TCIP Translator exchanges data with three boxes to the right, respectively representing "APTA Test Console," Subscriber DLL," and "3rd Party Applications." The subscriber DLL exchanges data with two additional boxes to the right, respectively labeled "3rd Party Applications and "Console Test Application.")

Slide 112:

Learning Objective #7

National Transit Institute Course

Integrating Transit Applications: Defining Data Interfaces Using TCIP

Slide 113:

Activity. A placeholder graphic with an image of hand over a computer keyboard to show that an activity is taking place.

Slide 114:

Learning Objective #7

Which one of the following lists includes only normative elements of TCIP?

Answer Choices

  1. Dialogs, TIRCE, model architecture
  2. TIRCE, dialogs, XML schema
  3. Dialogs, XML schema, data elements
  4. Model architecture, dialogs, XML schema

Slide 115:

Learning Objective #7

Review of Answers

A small graphical red and yellow X representing incorrect.a) Dialogs, TIRCE, model architecture
Incorrect. Model architecture is non-normative.

A small graphical red and yellow X representing incorrect.b) TIRCE, dialogs, XML schema
Incorrect. TIRCE is non-normative.

A small graphical green and yellow check mark representing correct.c) Dialogs, XML schema, data elements
Correct! Dialogs, XML schema, and data elements are all normative.

A small graphical red and yellow X representing incorrect.d) Model architecture, dialogs, XML schema
Incorrect. Model architecture is non-normative.

Slide 116:

Summary of Learning Objective #7: Summarize the Range of TCIP Applications, Implementation Tools, and Additional Training

Slide 117:

What We Have Learned

  1. TCIP is used in the top layer of the "communications stack."
  2. The TCIP Implementation, Requirements and Capabilities Editor_(TIRCE)_ is a key tool for use in transit ITS procurements.
  3. TCIP building blocks include data elements, data frames, messages, and dialogs_.
  4. Messages are the highest level for TCIP-encoded data in file transfers_and dialogs.
  5. A Profile Requirements List (PRL) is used to specify an agency's TCIP requirements in a transit ITS project.
  6. The TCIP suite of tools includes: TIRCE , message builder, interrogator, and responder.

Slide 118:

Resources

Slide 119:

Next Course Modules

Students who have completed Module 4 may delve into the following PCB modules:

Slide 120:

Thank you for completing this module.