Legal uncertainty under EU acquis for the author of Graphical User Interface design - A new sui generis protection needed?
This thesis is about the legal protection of the Intellectual Property (IP) of the design of the graphical user interface (GUI) for computer programs aka software. The research into this matter of law was done by finding out and analysing how this protection is provided through international treaties, statutory law and case law. It concludes that there is a certain amount of legal uncertainty within the area researched and that full harmonization of IPRs within EU most probably would remove this issue and thereby benefit the individual author. This thesis takes the reader on a journey where we will explore the dimension where law and technology meet and merge.
Defining Computer Program Parts Under Learned Hand's Abstractions Test in Software Copyright Infringement Cases
ions Test in Software Copyright Infringement Cases John W.L. Ogilive University of Michigan Law School Follow this and additional works at: https://repository.law.umich.edu/mlr Part of the Computer Law Commons, Intellectual Property Law Commons, and the Judges Commons Recommended Citation John W. Ogilive, Defining Computer Program Parts Under Learned Hand's Abstractions Test in Software Copyright Infringement Cases, 91 MICH. L. REV. 526 (1992). Available at: https://repository.law.umich.edu/mlr/vol91/iss3/5 This Note is brought to you for free and open access by the Michigan Law Review at University of Michigan Law School Scholarship Repository. It has been accepted for inclusion in Michigan Law Review by an authorized editor of University of Michigan Law School Scholarship Repository. For more information, please contact mlaw.repository@umich.edu.
Legislation Scholarship and Pedagogy in the Post-Legal Process Era
Legal academe's approach to the systematic study of "legislation" resembles Congress' attitude toward balancing the federal budget: everyone agrees that it is a good thing, but laments that it is not done. A growing body of opinion bemoans legislation's "second class" status as an academic discipline and advocates substantially enhanced scholarly interest in the subject.' We join this collective lament and endorse a more systematic and creative approach to teaching and writing about legislation. The most obvious justification for greater academic attention to legislation is the twentieth century's "orgy of statute making," which has transformed our polity into one where law is not only primarily statutory, but also is increasingly "statutorified." 2 The elective curriculum at most law schools reflects this development by offering specialized courses in subjects which revolve around one or more statutestaxation, labor law, bankruptcy, sales law, corporate and securities law, to cite but a few examples. These courses can teach students a great deal about working with statutes, but they do not approach statutes as a systematic topic of inquiry and do not teach general skills of dealing with legislatures and their statutory products. For example, a sales law course typically examines the Uniform Commercial Code