Software Development as an Antitrust Remedy: Lessons from the Enforcement of the Microsoft Communications Protocol Licensing Requirement

An important provision in each of the final judgments in the government\u27s Microsoft antitrust case requires Microsoft to make available to software developers the communications protocols that Windows client operating systems use to interoperate natively (that is, without adding software) with Microsoft server operating systems in corporate networks or over the Internet. The short-term goal of the provision is to allow developers, as licensees of the protocols, to write applications for non-Microsoft server operating systems that interoperate with Windows client computers in the same ways that applications written for Microsoft\u27s server operating systems interoperate with Windows clients. The long-term goal is to preserve, in the network context, the platform threat to the Windows monopoly that was the focus of the government\u27s theory of monopolization. The platform threat was the possibility that middleware, like Netscape\u27s browser or Sun\u27s Java technologies, might evolve into a platform for other applications and thus erode the applications barrier to entry that protects Windows. This was the threat that the courts held Microsoft illegally thwarted by its contracts and product design. The protocol licensing provision rests on the assumption that middleware running on servers might also pose a platform threat to the Windows monopoly of client operating systems. District Judge Kollar-Kotelly, in entering the final judgments, singled out this provision as the key to assuring that the other provisions do not become irrelevant as more applications move to servers in local networks or the Internet. The provision has, however, proven to be by far the most difficult to implement. We argue in this Article that the provision has not accomplished its purpose and that courts and policymakers can draw some hard lessons from the experience.[...] We begin our analysis by briefly describing the liability holdings and the ensuing remedial proceedings in the Microsoft litigation. In the process, we provide an overview of the final judgments and the reasoning the courts offered for upholding them and rejecting any broader relief. We then narrow our focus to the communications protocol licensing provision, explaining its history, requirements, rationale, and mechanism of enforcement. We then analyze the administration of the program from its inception in 2003 to the most recent joint status report. In the final part, we argue that the program has failed because it violates basic principles of remedial design and implementation in monopolization cases

Software Development as an Antitrust Remedy: Lessons from the Enforcement of the \u3ci\u3eMicrosoft\u3c/i\u3e Communications Protocol Licensing Requirement

An important provision in each of the final judgments in the government\u27s Microsoft antitrust case requires Microsoft to make available to software developers the communications protocols that Windows client operating systems use to interoperate natively (that is, without adding software) with Microsoft server operating systems in corporate networks or over the Internet. The short-term goal of the provision is to allow developers, as licensees of the protocols, to write applications for non-Microsoft server operating systems that interoperate with Windows client computers in the same ways that applications written for Microsoft\u27s server operating systems interoperate with Windows clients. The long-term goal is to preserve, in the network context, the platform threat to the Windows monopoly that was the focus of the government\u27s theory of monopolization. The platform threat was the possibility that middleware, like Netscape\u27s browser or Sun\u27s Java technologies, might evolve into a platform for other applications and thus erode the applications barrier to entry that protects Windows. This was the threat that the courts held Microsoft illegally thwarted by its contracts and product design. The protocol licensing provision rests on the assumption that middleware running on servers might also pose a platform threat to the Windows monopoly of client operating systems. District Judge Kollar-Kotelly, in entering the final judgments, singled out this provision as the key to assuring that the other provisions do not become irrelevant as more applications move to servers in local networks or the Internet. The provision has, however, proven to be by far the most difficult to implement. We argue in this Article that the provision has not accomplished its purpose and that courts and policymakers can draw some hard lessons from the experience

Software Development as an Antitrust Remedy: Lessons from the Enforcement of the Microsoft Communications Protocol Licensing Requirement

An important provision in each of the final judgments in the government\u27s Microsoft antitrust case requires Microsoft to make available to software developers the communications protocols that Windows client operating systems use to interoperate natively (that is, without adding software) with Microsoft server operating systems in corporate networks or over the Internet. The short-term goal of the provision is to allow developers, as licensees of the protocols, to write applications for non-Microsoft server operating systems that interoperate with Windows client computers in the same ways that applications written for Microsoft\u27s server operating systems interoperate with Windows clients. The long-term goal is to preserve, in the network context, the platform threat to the Windows monopoly that was the focus of the government\u27s theory of monopolization. The platform threat was the possibility that middleware, like Netscape\u27s browser or Sun\u27s Java technologies, might evolve into a platform for other applications and thus erode the applications barrier to entry that protects Windows. This was the threat that the courts held Microsoft illegally thwarted by its contracts and product design. The protocol licensing provision rests on the assumption that middleware running on servers might also pose a platform threat to the Windows monopoly of client operating systems. District Judge Kollar-Kotelly, in entering the final judgments, singled out this provision as the key to assuring that the other provisions do not become irrelevant as more applications move to servers in local networks or the Internet. The provision has, however, proven to be by far the most difficult to implement. We argue in this Article that the provision has not accomplished its purpose and that courts and policymakers can draw some hard lessons from the experience.[...] We begin our analysis by briefly describing the liability holdings and the ensuing remedial proceedings in the Microsoft litigation. In the process, we provide an overview of the final judgments and the reasoning the courts offered for upholding them and rejecting any broader relief. We then narrow our focus to the communications protocol licensing provision, explaining its history, requirements, rationale, and mechanism of enforcement. We then analyze the administration of the program from its inception in 2003 to the most recent joint status report. In the final part, we argue that the program has failed because it violates basic principles of remedial design and implementation in monopolization cases

Web based course management and delivery system (COMMAND)

Thesis (M.S.)--Massachusetts Institute of Technology, Dept. of Civil and Environmental Engineering, 1998.Includes bibliographical references (leaf 110).by Abel Sanchez.M.S

A basic web-based distance education model

Thesis (Master)--Izmir Institute of Technology, Computer Engineering, Izmir, 2005Includes bibliographical references (leaves: 147)Text in English; Abstract: Turkish and Englishxv, 201 leavesDuring the recent years, the rapid growth of the Web and multimedia technologies urged a shift of Computer-Based Educational Technology towards the Web. In the leading universities of the developed countries, studies on Web-Based Education have started and in an increasing manner are going strong. In the last few years, the leading universities of Turkey are also greatly interested in Web-Based Education and have started their re-structuring accordingly.The goal of this study is to design a basic model to be utilized by a university aiming to offer web-based distance education. In achieving this; by the use of system approach, a model comprising of three subsystems, namely system analysis, system design and evaluation&control, working in coordination with each other, has been tried to be proposed. There may be only one missing point of this study, that is; since preparing a lesson or program according to this model was not foreseen in this thesis, the effectiveness evaluations suggested in the evaluation&control subsystem could not be realized. It is recommended to realize such an evaluation in a further study to make it possible to reveal the effectiveness of web-based education by preparing a lesson or program according to this model.On the other hand, a survey has been conducted in Turkey in some of the universities either offering web-based education or are interested in studies in this field.The aim of this survey is to analyze from system design point of view the studies carried out in our universities on this matter and to get a picture of the existing situation.The directed questions aiming this were prepared by taking into consideration of the three stages of system design subsystem, i.e. administrative design, educational design, and technological design. It is intended for the result of this survey to shed light to the new-coming institutions in this field. As a matter of fact, each stage of this subsystem is a survey item itself and should be researched one by one in other studies.Furthermore, for individuals interested in distance education and web-based distance education and for people newly involved in this matter, this thesis is intended to be a reference material and to serve this purpose the sections are prepared containing the basic information accordingly. Nevertheless, since most of the information regarding system design are prepared without taking into consideration the disabled people, the relevant information are not complete. In another study, the offering of the web-based education to the disabled people, especially for deaf, hard of hearing or speech impaired, and blind students, has to be investigated.Finally, in this thesis the proposed model for the Web-Based Distance Education, as being a basic and conceptual model, has a flexible structure; i.e., suitable for all the institutions and establishments intending to offer the web-based education.What is important here, is to exploit the potential sources within the institution that will display the required systematic approach

Remix

This book is available as open access through the Bloomsbury Open Access programme and is available on www.bloomsburycollections.com. Lawrence Lessig, the reigning authority on intellectual property in the Internet age, spotlights the newest and possibly the most harmful culture war-a war waged against our children and others who create and consume art. Copyright laws have ceased to perform their original, beneficial role: protecting artists' creations while allowing them to build on previous creative works. In fact, our system now criminalises those very actions. By embracing "read-write culture," which allows its users to create art as readily as they consume it, we can ensure that creators get the support-artistic, commercial, and ethical-that they deserve and need. Indeed, we can already see glimmers of a new hybrid economy that combines the profit motives of traditional business with the "sharing economy" evident in such websites as Wikipedia and YouTube. The hybrid economy will become ever more prominent in every creative realm-from news to music-and Lessig shows how we can and should use it to benefit those who make and consume culture. Remix is an urgent, eloquent plea to end a war that harms our children and other intrepid creative users of new technologies. It also offers an inspiring vision of the post-war world where enormous opportunities await those who view art as a resource to be shared openly rather than a commodity to be hoarded

The guiding process in discovery hypertext learning environments for the Internet

Hypertext is the dominant method to navigate the Internet, providing user freedom and control over navigational behaviour. There has been an increase in converting existing educational material into Internet web pages but weaknesses have been identified in current WWW learning systems. There is a lack of conceptual support for learning from hypertext, navigational disorientation and cognitive overload. This implies the need for an established pedagogical approach to developing the web as a teaching and learning medium. Guided Discovery Learning is proposed as an educational pedagogy suitable for supporting WWW learning. The hypothesis is that a guided discovery environment will produce greater gains in learning and satisfaction, than a non-adaptive hypertext environment. A second hypothesis is that combining concept maps with this specific educational paradigm will provide cognitive support. The third hypothesis is that student learning styles will not influence learning outcome or user satisfaction. Thus, providing evidence that the guided discovery learning paradigm can be used for many types of learning styles. This was investigated by the building of a guided discovery system and a framework devised for assessing teaching styles. The system provided varying discovery steps, guided advice, individualistic system instruction and navigational control. An 84 subject experiment compared a Guided discovery condition, a Map-only condition and an Unguided condition. Subjects were subdivided according to learning styles, with measures for learning outcome and user satisfaction. The results indicate that providing guidance will result in a significant increase in level of learning. Guided discovery condition subjects, regardless of learning styles, experienced levels of satisfaction comparable to those in the other conditions. The concept mapping tool did not appear to affect learning outcome or user satisfaction. The conclusion was that using a particular approach to guidance would result in a more supportive environment for learning. This research contributes to the need for a better understanding of the pedagogic design that should be incorporated into WWW learning environments, with a recommendation for a guided discovery approach to alleviate major hypertext and WWW issues for distance learning

Changing the way the world thinks about computer security.

Small changes in an established system can result in larger changes in the overall system (e.g. network effects, émergence, criticality, broken Windows theory). However, in an immature discipline, such as computer security, such changes can be difficult to envision and even more difficult to amplement, as the immature discipline is likely to lack the scientific framework that would allow for the introduction of even minute changes. (Cairns, P. and Thimbleby, H, 2003) describe three of the signs of an immature discipline as postulated by (Kuhn, 1970): a. squabbles over what are legitimate tools for research b. disagreement over which phenomenon are legitimate to study, and c. inability to scope the domain of study. The research presented in this document demonstrates how the computer security field, at the time this research began, was the embodiment of thèse characteristics. It presents a cohesive analysis of the intentional introduction of a séries of small changes chosen to aid in maturation of the discipline. Summarily, it builds upon existing theory, exploring the combined effect of coordinated and strategie changes in an immature system and establishing a scientific framework by which the impact of the changes can be quantified. By critically examining the nature of the computer security system overall, this work establishes the need for both increased scientific rigor, and a multidisciplinary approach to the global computer security problem. In order for these changes to take place, many common assumptions related to computer security had to be questioned. However, as the discipline was immature, and controlled by relatively few entities, questioning the status quo was not without difficulties. However, in order for the discipline to mature, more feedback into the overall computer security (and in particular, the computer malware/virus) system was needed, requiring a shift from a mostly closed system to one that was forced to undergo greater scrutiny from various other communities. The input from these communities resulted in long-term changes and increased maturation of the system. Figure 1 illustrates the specific areas in which the research presented herein addressed these needs, provides an overview of the research context, and outlines the specific impact of the research, specifically the development of new and significant scientific paradigms within the discipline