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<name>Case Analysis Module: Therac-25</name>
<metadata>
  <md:version>1.1</md:version>
  <md:created>2006/07/29 05:42:12.456 GMT-5</md:created>
  <md:revised>2006/08/10 15:33:35.261 GMT-5</md:revised>
  <md:authorlist>
      <md:author id="wfrey">
      <md:firstname>William</md:firstname>
      <md:othername>J.</md:othername>
      <md:surname>Frey</md:surname>
      <md:email>wfrey@uprm.edu</md:email>
    </md:author>
  </md:authorlist>

  <md:maintainerlist>
    <md:maintainer id="wfrey">
      <md:firstname>William</md:firstname>
      <md:othername>J.</md:othername>
      <md:surname>Frey</md:surname>
      <md:email>wfrey@uprm.edu</md:email>
    </md:maintainer>
  </md:maintainerlist>
  
  <md:keywordlist>
    <md:keyword>Case Analysis</md:keyword>
    <md:keyword>Computing</md:keyword>
    <md:keyword>Ethics</md:keyword>
    <md:keyword>Safety</md:keyword>
  </md:keywordlist>

  <md:abstract>This module, designed for the EAC Toolkit (NSF SES 0551779) will test the Toolkit and Connexion's ability to network different online and offline sources for ethics across the curriculum.  It consists of four components designed to provide students with tools for carrying out an in-depth analysis of the cases found at www.computingcases.org; it also makes substantial references to the draft manuscript of a textbook in computer ethics entitled Good Computing: A Virtue Approach to Computer Ethics.  (The book will consist of the cases displayed at Computing Cases--Therac-25, Hughes Aircraft, and Machado--plus seven additional cases all developed through NSF projects DUE-9972280 and DUE 9980768.)
The module presents the case abstract and timeline.  It then refers students to Computing Cases where they will find the case narrative, history, and supporting documents that provide background necessary for analysis.  The case abstract and timeline introduce students to the basic outlines of the case.  The accompanying decision point taken from the case provides students with the necessary focus to carry out an in-depth analysis.  Students respond to the decision point by working through four stages: problem specification, solution generation, solution testing, and solution implementation.</md:abstract>
</metadata>
<content>
<para id="id9802416">Computer Ethics</para>
<para id="id9751522">Case Module Template</para>
<para id="id9751527">By William J. Frey</para>
<para id="id9720311">Module Introduction:</para>
<para id="id9720321">The Therac-25 case is what Huff and Frey call a thick, historical, evaluative, big news and bad news case.  Tackling cases of this complexity requires both careful thought and considerable skill.  Especially important is the ability to sift through the case details, documents, and conflicting narratives.  The purpose of this module is to provide students with a structure to tackle big, long, and complicated cases.  Students will receive frameworks to help them structure the case's ethical and social problems.  They will also be provided with decision points that will help them to enter into the case and take up the standpoint of a participant.  The module presented below can be linked to materials that can be found at www.computingcases.org.  Nancy Leveson, in Safeware:System Safety and Computer (515-553), also provides an excellent and comprehensive account.  Excellent advice on how to teach the case, updated information, and clear explanations of the programming errors are provided by Chuck Huff and Richard Brown in "Integrating Ethics into a Computing Curriculum: A Case Study of the Therac-25."  The materials posted at Computing Cases were all developed through NSF
projects DUE-9972280 and DUE 9980768.)</para>
<para id="id10058185">The module presents the case abstract and
timeline. It then refers students to computingcases.org where they
will find the case narrative, history, and supporting documents
that provide background information necessary for analysis. The
case abstract and timeline introduce students to the basic outlines
of the case. The accompanying decision point taken from the case
provides students with the necessary focus to carry out an in-depth
analysis. Students respond to the decision-point by working through
the four stages: problem specification, solution generation,
solution testing, and solution implementation.</para>
<para id="id8893843">Module Activities:</para>
<para id="id8893852">1. Instructor introduces the case based on the
abstract and timeline found at 
<link src="http://www.computingcases.org/">
www.computingcases.org</link></para>
<para id="id9605136">2. Students read case abstract, timeline, case
decision point, and case analysis exercises.</para>
<para id="id9605145">3. Students do further research into the case
by consulting ComputingCases materials which include narratives,
histories, supporting documents, and ethical analyses.</para>
<para id="id9398988">4. Students carry out the activities outlined
in the accompanying case exercises by (a) specifying the problem
raised in the decision point, (b) generating solutions, (c) testing
solutions using ethics tests, and (d) developing plans for
implementing the solution over situational constraints.</para>
<para id="id9599925">5. Students prepare their case analyses
working in small groups.</para>
<para id="id9599930">6. These groups present their completed
analysis to the class in a case-debriefing session.</para>
<para id="id9699016">7. The instructor concludes by discussing the
problem-solving issues and intermediate moral concepts raised by
the case.</para>
<section id="id10259968">
<name>Therac-25 Abstract</name>
<para id="id10259975">
<link src="http://www.computingcases.org/case_materials/therac/teaching/therac/supporting_docs/Therac%20Glossary.html#tr25">
Therac-25</link>was a new generation 
<link src="http://www.computingcases.org/case_materials/therac/teaching/therac/supporting_docs/Therac%20Glossary.html#tr13">
medical linear accelerator</link>for treating cancer. It
incorporated the most recent computer control equipment.
Therac-25’s computerization made the laborious process of machine
setup much easier for operators, and thus allowed them to spend
minimal time in setting up the equipment. In addition to making
setup easier, the computer also monitored the machine for safety.
With the advent of computer control, hardware based safety
mechanisms were transferred to the software. Hospitals were told
that the Therac-25 medical linear accelerator had "so many safety
mechanisms" that it was "virtually impossible" to overdose a
patient. Normally, when a patient is scheduled to have radiation
therapy for cancer, he or she is scheduled for several sessions
over a few weeks and told to expect some minor skin discomfort from
the treatment. The discomfort is described as being like a mild
sunburn over the treated area. But in this case on safety critical
software, you will find that some patients received much more
radiation than prescribed</para>
<para id="id10044242">Therac -25 Timeline</para>
<table id="id9495802">
<tgroup cols="1">
<colspec colnum="1" colname="c1"/>
<tbody>
<row>
<entrytbl cols="2">
<colspec colnum="1" colname="c1"/>
<colspec colnum="2" colname="c2"/>
<tbody>
<row>
<entry>Early1970’s</entry>
<entry>AECL and a French Company (CGR) collaborate to build Medical
Linear Accelerators (linacs). They develop Therac-6, and Therac-20.
(AECL and CGR end their working relationship in 1981.)</entry>
</row>
<row>
<entry>1976</entry>
<entry>AECL developes the revolutionary "double pass" accelerator
which leads to the development of Therac-25.</entry>
</row>
<row>
<entry>March, 1983</entry>
<entry>AECL performs a safety analysis of Therac-25 which
apparently excludes an analysis of software.</entry>
</row>
<row>
<entry>July 29,1983</entry>
<entry>In a PR Newswire the Canadian Consulate General announces
the introduction of the new "Therac 25" Machine manufactured by
AECL Medical, a division of Atomic Energy of Canada
Limited.</entry>
</row>
<row>
<entry>ca. Dec. 1984</entry>
<entry>Marietta Georgia, Kennestone Regional Oncology Center
implements the new Therac-25 machine.</entry>
</row>
<row>
<entry>June 3, 1985</entry>
<entry>Marietta Georgia, Kennestone Regional Oncology
CenterKatherine (Katy) Yarbrough, a 61-year-old woman is overdosed
during a follow-up radiation treatment after removal of a malignant
breast tumor. Tim Still, Kennestone Physicist calls AECL asking if
overdose is possible; three days later he is informed it is
not.</entry>
</row>
<row>
<entry>July 26, 1985</entry>
<entry>Hamilton, Ontario, Canada. Frances Hill, a 40-year-old
patient is overdosed during treatment for cervical carcinoma. AECL
is informed of the injury and sends a service engineer to
investigate.</entry>
</row>
<row>
<entry> </entry>
<entry> </entry>
</row>
<row>
<entry>November 3, 1985</entry>
<entry>Hamilton Ontario patient dies of cancer, but it is noted on
her autopsy that had she not died, a full hip replacement would
have been necessary as a result of the radiation overdose.</entry>
</row>
<row>
<entry>November 8, 1985</entry>
<entry>Letter from CRPB to AECL requesting additional hardware
interlocks and changes in software. Letter also requested treatment
terminated in the event of a malfunction with no option to proceed
with single key-stroke. (under Canada’s Radiation Emitting Devices
Act.)</entry>
</row>
<row>
<entry> </entry>
<entry> </entry>
</row>
<row>
<entry>November 18, 1985</entry>
<entry>Katy Yarbrough files suit against AECL and Kennestone
Regional Oncology Center. AECL informed officially of
Lawsuit.</entry>
</row>
<row>
<entry>December 1985</entry>
<entry>Yakima Valley Memorial Hospital, Yakima Washington. A woman
being treated with Therac-25 develops erythema on her hip after one
of the treatments.</entry>
</row>
<row>
<entry>January 31, 1986</entry>
<entry>Staff at Yakima sends letter to AECL and speak on the phone
with AECL technical support supervisor.</entry>
</row>
<row>
<entry>February 24, 1986</entry>
<entry>AECL technical support supervisor sends a written response
to Yakima claiming that Therac-25 could not have been responsible
for the injuries to the female patient.</entry>
</row>
<row>
<entry>March 21, 1986</entry>
<entry>East Texas Cancer Center, Tyler Texas. Voyne Ray Cox is
overdosed during treatment on his back. Fritz Hager notifies AECL.
Company suggests some tests and suggests hospital might have an
electrical problem. AECL claims again that overdoes is impossible
and that no other accidents have occurred previously.</entry>
</row>
<row>
<entry>March 22, 1986</entry>
<entry>Ray Cox checks into an emergency room with severe radiation
sickness. Fritz Hager calls AECL again and arranges for Randy
Rhodes and Dave Nott to test Therac. They travel to Texas and test
Therac but find nothing wrong.</entry>
</row>
<row>
<entry>April 7, 1986</entry>
<entry>ETCC has investigated electrical problem possibility,
finding none, put Therac-25 back in service.</entry>
</row>
<row>
<entry>April 11, 1986</entry>
<entry>East Texas Cancer Center. Another Verdon Kidd is overdosed
during treatments to his face. Operator is able to explain how
Malfuction 54 was achieved. Fritz Hager tests computer’s readout of
no dose, and discovers the extent of the overdoses. Hager spends
weekend on phone with AECL explaining findings.</entry>
</row>
<row>
<entry>April 14, 1986</entry>
<entry>AECL files report with FDA. AECL sends letter to Therac-25
users with suggestions for avoiding future accidents, including the
removal of the up-arrow editing key and the covering of the contact
with electrical tape.</entry>
</row>
<row>
<entry>May 1, 1986</entry>
<entry>Verdon Kidd, who was to have received treatments to left ear
dies as a result of acute radiation injury to the right temporal
lobe of the brain and brain stem. He is the first person to die
from therapeutic radiation accident.</entry>
</row>
<row>
<entry>May 2, 1986</entry>
<entry>FDA declares Therac-25 defective, and their "fix" letter to
users inadequate. FDA demands a CAP from AECL.</entry>
</row>
<row>
<entry>June 13, 1986</entry>
<entry>AECL produces first CAP for FDA.</entry>
</row>
<row>
<entry>July 23, 1986</entry>
<entry>FDA has received CAP, asks for more information.</entry>
</row>
<row>
<entry>August, 1986</entry>
<entry>Therac-25 users create a user group and meet at the annual
conference of the American Association of Physicists in
Medicine</entry>
</row>
<row>
<entry>August, 1986</entry>
<entry>Ray Cox, overdosed during back treatment, dies as a result
of radiation burns.</entry>
</row>
<row>
<entry>September 23, 1996</entry>
<entry>Debbie Cox and Cox family file lawsuit</entry>
</row>
<row>
<entry>September 26, 1986</entry>
<entry>AECL provides FDA with more information.</entry>
</row>
<row>
<entry>October 30, 1986</entry>
<entry>FDA requests more information.</entry>
</row>
<row>
<entry>November 1986</entry>
<entry>Physicists and engineers from FDA’s CDRH conducted a
technical assessment of the Therac-25 at AECL manufacturing plant
in Canada (R.C. Thompson).</entry>
</row>
<row>
<entry>November 12, 1986</entry>
<entry>AECL submits revision of CAP.</entry>
</row>
<row>
<entry>December</entry>
<entry>Therac-20 users notified of a software bug.</entry>
</row>
<row>
<entry>December 11, 1986</entry>
<entry>FDA requests more changes to CAP.</entry>
</row>
<row>
<entry>December 22, 1986</entry>
<entry>AECL submits second revision of CAP.</entry>
</row>
<row>
<entry>January 17, 1987</entry>
<entry>Second patient, Glen A. Dodd, a 65-year-old man, is
overdosed at Yakima.</entry>
</row>
<row>
<entry>January 19, 1987</entry>
<entry>AECL issues hazard notification to all Therac-25 users and
told them to visually confirm the position of the turntable before
turning on beam.</entry>
</row>
<row>
<entry>January 26, 1987</entry>
<entry>Conference call between AECL quality assurance manager and
Ed Miller of FDA. AECL sends FDA revised test plan. AECL calls
Therac users with instructions on how to avoid beam on when
turntable is in field light position.</entry>
</row>
<row>
<entry>February 3, 1987</entry>
<entry>AECL announces additional changes to Therac-25</entry>
</row>
<row>
<entry>February 6, 1987</entry>
<entry>Ed Miller calls Pavel Dvorak of Canada’s Health and Welfare
department with news that FDA will recommend that all Therac 25
units be taken out of service until CAP is completed.</entry>
</row>
<row>
<entry>February 10, 1987</entry>
<entry>FDA sends notice to AECL advising that Therac is defective
under US law and requesting AECL to notify customers that it should
not be used for routine therapy. Canadian Health Protection Branch
does the same.</entry>
</row>
<row>
<entry>March 1987</entry>
<entry>Second User Group Meeting</entry>
</row>
<row>
<entry>March 5, 1987</entry>
<entry>AECL sends third revision of CAP to FDA.</entry>
</row>
<row>
<entry>April 1987</entry>
<entry>Glen A. Dodd, overdosed at Yakima, dies of complications
from radiation burns to his chest.</entry>
</row>
<row>
<entry>April 9, 1987</entry>
<entry>FDA asks for additional information regarding third CAP
revision.</entry>
</row>
<row>
<entry>April 13, 1987</entry>
<entry>AECL sends update of CAP and list of nine items requested by
users at March meeting.</entry>
</row>
<row>
<entry>May 1, 1987</entry>
<entry>AECL sends fourth revision of CAP to FDA as a result of FDA
commentary at user meeting.</entry>
</row>
<row>
<entry>May 26, 1987</entry>
<entry>FDA approves fourth CAP subject to final testing and
analysis.</entry>
</row>
<row>
<entry>June 5, 1987</entry>
<entry>AECL sends final test plans to FDA along with safety
analysis.</entry>
</row>
<row>
<entry>July, 1987</entry>
<entry>Third Therac-25 User Group Meeting</entry>
</row>
<row>
<entry>July 21, 1987</entry>
<entry>AECL sends final (fifth) CAP revision to FDA.</entry>
</row>
<row>
<entry>January 28, 1988</entry>
<entry>Interim safety analysis report issued from AECL.</entry>
</row>
<row>
<entry>November 3, 1988</entry>
<entry>Final safety analysis report issued.</entry>
</row>
</tbody>
</entrytbl>
</row>
<row>
<entry/>
</row>
</tbody>
</tgroup>
</table>
<para id="id10037989">Scenario: You are an engineer working for
AECL sent to investigate an alleged overdosing incident at the
Ontario Cancer Foundation in Hamilton. Ontario. The following is
the description provided to you of what happened:</para>
<para id="id9582523">On July 26, 1985, a forty-year old patient
came to the clinic for her twenty-fourth Therac-25 treatment for
carcinoma of the cervix. The operator activated the machine, but
the Therac shut down after five seconds with an HTILT error
message. The Therac-25’s console display read NO DOSE and indicated
a TREATMENT PAUSE</para>
<para id="id10061405">Since the machine did not suspend and the
control display indicated no dose was delivered to the patient, the
operator went ahead with a second attempt at a treatment by
pressing the Proceed Command Key, expecting the machine to deliver
the proper dose this time. This was standard operating procedure,
and Therac-25 operators had become accustomed to frequent
malfunctions that had no untoward [bad] consequences for the
patient. Again the machine shut down in the same manner. The
operator repeated this process four times after the original
attempt—the display showing NO DOSE delivered to the patient each
time. After the fifth pause, the machine went into treatment
suspend, and a hospital service technician was called. The
technician found nothing wrong with the machine. According to a
Therac-25 operator, this scenario also was not unusual.</para>
<para id="id9582544">After treatment, the patient complained of a
burning sensation, described as an “electric tingling shock” to the
treatment area in her hip….She came back for further treatment on
July 29 and complained of burning, hip pain, and excessive swelling
in the region of treatment. The patient was hospitalized for the
condition on July 30, and the machine was taken out of service.
(Description taken from Nancy Leveson, Safeware, pp 523-4)</para>
<para id="id9886087">You give the unit a thorough examination and
are able to find nothing wrong. Working with the operator, you try
to duplicate the treatment procedure of July 26. Nothing out of the
ordinary happens. Your responsibility is to make a recommendation
to AECL and to the Ontario Cancer Foundation. What will it
be?</para>
<para id="id9192756">1. Identify key components of the STS</para>
<table id="id9192764">
<tgroup cols="8">
<colspec colnum="1" colname="c1"/>
<colspec colnum="2" colname="c2"/>
<colspec colnum="3" colname="c3"/>
<colspec colnum="4" colname="c4"/>
<colspec colnum="5" colname="c5"/>
<colspec colnum="6" colname="c6"/>
<colspec colnum="7" colname="c7"/>
<colspec colnum="8" colname="c8"/>
<tbody>
<row>
<entry>Part/Level of Analysis</entry>
<entry>Hardware</entry>
<entry>Software</entry>
<entry>Physical Surroundings</entry>
<entry>People, Groups, &amp; Roles</entry>
<entry>Procedures</entry>
<entry>Laws &amp; Regulations</entry>
<entry>Data &amp; Data Structures</entry>
</row>
<row>
<entry/>
<entrytbl namest="c2" nameend="c8" cols="7">
<colspec colnum="1" colname="c1"/>
<colspec colnum="2" colname="c2"/>
<colspec colnum="3" colname="c3"/>
<colspec colnum="4" colname="c4"/>
<colspec colnum="5" colname="c5"/>
<colspec colnum="6" colname="c6"/>
<colspec colnum="7" colname="c7"/>
<tbody>
<row>
<entry/>
<entry/>
<entry/>
<entry/>
<entry/>
<entry/>
<entry/>
</row>
<row>
<entry/>
<entry/>
<entry/>
<entry/>
<entry/>
<entry/>
<entry/>
</row>
<row>
<entry/>
<entry/>
<entry/>
<entry/>
<entry/>
<entry/>
<entry/>
</row>
</tbody>
</entrytbl>
</row>
</tbody>
</tgroup>
</table>
<para id="id5696759">2. Specify the problem:</para>
<para id="id5696767">2a. Is the problem a disagreement on facts?
What are the facts? What are cost and time constraints on
uncovering and communicating these facts?</para>
<para id="id6798475">2b. Is the problem a disagreement on a
critical concept? What is the concept? Can agreement be reached by
consulting legal or regulatory information on the concept? (For
example, if the concept in question is safety, can disputants
consult engineering codes, legal precedents, or ethical literature
that helps provide consensus? Can disputants agree on positive and
negative paradigm cases so the concept disagreement can be resolved
through line-drawing methods?</para>
<para id="id9140430">2c. Use the table to identify and locate value
conflicts within the STS. Can the problem be specified as a
mismatch between a technology and the existing STS, a mismatch
within the STS exacerbated by the introduction of the technology,
or by overlooked results?</para>
<table id="id9051936">
<tgroup cols="6">
<colspec colnum="1" colname="c1"/>
<colspec colnum="2" colname="c2"/>
<colspec colnum="3" colname="c3"/>
<colspec colnum="4" colname="c4"/>
<colspec colnum="5" colname="c5"/>
<colspec colnum="6" colname="c6"/>
<tbody>
<row>
<entry>STS/Value</entry>
<entry>Safety (freedom from harm)</entry>
<entry>Justice (Equity &amp; Access)</entry>
<entry>Privacy</entry>
<entry>Property</entry>
<entry>Free Speech</entry>
</row>
<row>
<entry>Hardware/software</entry>
<entry/>
<entry/>
<entry/>
<entry/>
<entry/>
</row>
<row>
<entry>Physical Surroundings</entry>
<entry/>
<entry/>
<entry/>
<entry/>
<entry/>
</row>
<row>
<entry>People, Groups, &amp; Roles</entry>
<entry/>
<entry/>
<entry/>
<entry/>
<entry/>
</row>
<row>
<entry>Procedures</entry>
<entry/>
<entry/>
<entry/>
<entry/>
<entry/>
</row>
<row>
<entry>Laws</entry>
<entry/>
<entry/>
<entry/>
<entry/>
<entry/>
</row>
<row>
<entry>Data &amp; Data Structures</entry>
<entry/>
<entry/>
<entry/>
<entry/>
<entry/>
</row>
</tbody>
</tgroup>
</table>
<para id="id10072001">3. Develop a general solution strategy and
then brainstorm specific solutions:</para>
<table id="id10160552">
<tgroup cols="6">
<colspec colnum="1" colname="c1"/>
<colspec colnum="2" colname="c2"/>
<colspec colnum="3" colname="c3"/>
<colspec colnum="4" colname="c4"/>
<colspec colnum="5" colname="c5"/>
<colspec colnum="6" colname="c6"/>
<tbody>
<row>
<entry>Problem / Solution Strategy</entry>
<entry namest="c2" nameend="c3">Disagreement</entry>
<entry namest="c4" nameend="c5">Value Conflict</entry>
<entry>Situational Constraints</entry>
</row>
<row>
<entry/>
<entry>Factual</entry>
<entry>Conceptual</entry>
<entry>Integrate?</entry>
<entry>Tradeoff?</entry>
<entry>Resource?Technical?Interest</entry>
</row>
</tbody>
</tgroup>
</table>
<para id="id8543395">3a. Is problem one of integrating values,
resolving disagreements, or responding to situational
constraints?</para>
<para id="id8543402">3b. If the conflict comes from a value
mismatch, then can it be solved by modifying one or more of the
components of the STS? Which one?</para>
<para id="id7618333">4. Test solutions:</para>
<table id="id9817763">
<tgroup cols="7">
<colspec colnum="1" colname="c1"/>
<colspec colnum="2" colname="c2"/>
<colspec colnum="3" colname="c3"/>
<colspec colnum="4" colname="c4"/>
<colspec colnum="5" colname="c5"/>
<colspec colnum="6" colname="c6"/>
<colspec colnum="7" colname="c7"/>
<tbody>
<row>
<entry>Alternative / Test</entry>
<entry>Reversibility</entry>
<entry>Value: Justice</entry>
<entry>Value: Responsibility</entry>
<entry>Value: Respect</entry>
<entry>Harm</entry>
<entry>Code</entry>
</row>
<row>
<entry>A #1</entry>
<entry/>
<entry/>
<entry/>
<entry/>
<entry/>
<entry/>
</row>
<row>
<entry>A #2</entry>
<entry/>
<entry/>
<entry/>
<entry/>
<entry/>
<entry/>
</row>
<row>
<entry>A #3</entry>
<entry/>
<entry/>
<entry/>
<entry/>
<entry/>
<entry/>
</row>
</tbody>
</tgroup>
</table>
<para id="id9728544">5. Implement solution over feasibility
constraints</para>
<table id="id9520054">
<tgroup cols="8">
<colspec colnum="1" colname="c1"/>
<colspec colnum="2" colname="c2"/>
<colspec colnum="3" colname="c3"/>
<colspec colnum="4" colname="c4"/>
<colspec colnum="5" colname="c5"/>
<colspec colnum="6" colname="c6"/>
<colspec colnum="7" colname="c7"/>
<colspec colnum="8" colname="c8"/>
<tbody>
<row>
<entry>Alternative Constraint</entry>
<entry namest="c2" nameend="c3">Resource</entry>
<entry namest="c4" nameend="c6">Interest</entry>
<entry namest="c7" nameend="c8">Technical</entry>
</row>
<row>
<entry/>
<entry>Time</entry>
<entry>Cost</entry>
<entry>Individual</entry>
<entry>Organization</entry>
<entry>Legal/ Social</entry>
<entry>Available Techno-logy</entry>
<entry>Manufacturability</entry>
</row>
<row>
<entry>#1</entry>
<entry/>
<entry/>
<entry/>
<entry/>
<entry/>
<entry/>
<entry/>
</row>
<row>
<entry>#2</entry>
<entry/>
<entry/>
<entry/>
<entry/>
<entry/>
<entry/>
<entry/>
</row>
<row>
<entry>#3</entry>
<entry/>
<entry/>
<entry/>
<entry/>
<entry/>
<entry/>
<entry/>
</row>
</tbody>
</tgroup>
</table>
</section>
</content>
</document>
