Free for a Fee
Each chapter now includes a section that clearly introduces the fundamentals of the IP law aspect highlighted in the chapter. Each chapter also includes a new section dedicated to emerging Issues.
Case coverage is revised in two important ways: the bulk of the case analyses have been moved to a second volume, Case Analyses for Intellectual Property Law and New Media (Baron, Lamoureux, and Stewart); and references to cases in the primary text direct readers to pertinent sections in the new book.
The coverage allows this second edition to serve as an excellent resource for undergraduates studying interactive media, as well as being a primer for first year IP law students, a handbook for entrepreneurs, a guidebook for general lawyers to assist in referrals, and an interesting read for those simply curious about the field.
The books are supplemented by freeforafee.com, a blog providing textual updates, online links to bibliographic materials, and extensive resource aggregation. Learning objectives for each chapter and a glossary of key terms is provided within the texts.
Chapter 3: Patent 91
CHAPTER THREE Patent Let’s begin this chapter by considering another conundrum. Th e case at hand is based on real events, with the speciﬁ cs changed somewhat to protect identi- ties and ideas. Th e ﬁ nal project in the introductory Multimedia Production course at Bradley University (MM 113) requires students to combine the work they’ve done and skills they’ve learned throughout the semester into a substantial Web-based presentation. Th e students compile text, illustrations, graphics, photographs, sound, motion video, and animation with user interfaces to en- courage and guide user-based engagement and activities. Th e topics are up to the students; they prepare a number of preliminary exercises and assignments as they work toward the ﬁ nal project. During a recent semester, a student proposed the development of a piece of software as his ﬁ nal project. Th e student had written software code that enables Apple computer users to coordinate a number of software activities si- multaneously and eﬃ ciently. Th e student’s ﬁ nal project for the class “rolled out” the product and illustrated its functions and uses via a Web-based presentation featuring the various media types represented in the course. Lamoureaux.indd Sec1:91 2/2/09 10:46:55 PM intellectual property law and interactive media Teacher and student discussed the project as follows: Teacher: Th is is a really cool tool. What do you plan to do with it? Student: My brother and I are polishing it, and then we are going to sell it on our Web site. Teacher: Have...
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