A Night in Casablanca

A brilliant tale found on the Chilling Effects Website. It contains exotic environments, legal threats, mad claims and of course the Marx Brothers. Does reality get better than this?

While preparing to film a movie entitled A Night in Casablanca, the Marx brothers received a letter from Warner Bros. threatening legal action if they did not change the filmâ??s title. Warner Bros. deemed the filmâ??s title too similar to their own Casablanca, released almost five years earlier in 1942, with Humphrey Bogart and Ingrid Bergman. In response Groucho Marx dispatched the following letter to the studioâ??s legal department:

Dear Warner Brothers,

Apparently there is more than one way of conquering a city and holding it as your own. For example, up to the time that we contemplated making this picture, I had no idea that the city of Casablanca belonged exclusively to Warner Brothers. However, it was only a few days after our announcement appeared that we received your long, ominous legal document warning us not to use the name Casablanca.

It seems that in 1471, Ferdinand Balboa Warner, your great-great-grandfather, while looking for a shortcut to the city of Burbank, had stumbled on the shores of Africa and, raising his alpenstock (which he later turned in for a hundred shares of common), named it Casablanca.

I just donâ??t understand your attitude. Even if you plan on releasing your picture, I am sure that the average movie fan could learn in time to distinguish between Ingrid Bergman and Harpo. I donâ??t know whether I could, but I certainly would like to try.

…I have a hunch that his attempt to prevent us from using the title is the brainchild of some ferret-faced shyster, serving a brief apprenticeship in your legal department. I know the type wellâ??hot out of law school, hungry for success, and too ambitious to follow the natural laws of promotion. This bar sinister probably needled your attorneys, most of whom are fine fellows with curly black hair, double-breasted suits, etc., into attempting to enjoin us. Well, he wonâ??t get away with it! Weâ??ll fight him to the highest court! No pasty-faced legal adventurer is going to cause bad blood between the Warners and the Marxes. We are all brothers under the skin, and weâ??ll remain friends till the last reel of â??A Night in Casablancaâ?? goes tumbling over the spool.

Sincerely,

Groucho Marx

Unamused, Warner Bros. requested that the Marx Brothers at least outline the premise of their film. Groucho responded with an utterly ridiculous storyline, and, sure enough, received another stern letter requesting clarification. He obliged and went on to describe a plot even more preposterous than the first, claiming that he, Groucho, would be playing â??Bordello, the sweetheart of Humphrey Bogart.â?? No doubt exasperated, Warner Bros. did not respond. A Night in Casablanca was released in 1946.

I must use this story (the full Marx letter is here) in one of my lectures.

Notes From a Career in Teaching

An interesting brief article on teaching. For those who dont want to read the article here are the main points:

Teach according to your personality: Teaching is a performance sport only you can figure it out.

Hand out complete instructions the first day: The students are then responsible for following them.

Vary your teaching methods: Variation is the spice of life. Being boring is not acceptable (but you can’t please them all).

Don’t take attendance: Students are responsible for learning.

Take a hard line on late and incomplete work: The students are responsible.

Give students options for assignments and exams: Stimulate creativity.

Require clear and coherent written work: The students must be able to communicate.

Combat plagiarism: Dont forgive, dont forget.

Get out of the way: The teacher sets up the environment. Learning is the students work.

The Chronicle: 9/9/2005: Notes From a Career in Teaching

WSIS, Internet Governance and Human Rights

Time: Monday, October 3, 2005, 09.00 – 17.00
Venue: Hammarskog Conference Centre, Uppsala

Registration: johan.hellstrom@kus.uu.se
More practical information Background material

Why is there no debate or no media reports in Sweden about the emerging and existing information society and Internet governance issues? Internationally, the discussion is at its peak, with the second phase of the World Summit on the Information Society (WSIS) coming up in November in Tunis. Sweden, being one of the countries with the highest Internet access rates and with the ambition to be a leading nation on information and communication technology (ICT) usage and development, should be more involved in the international debate and also more concerned about the implications of Internet governance and Internet usage for society at large.

One reason for the absent debate is the existing intellectual divide between ICT and Internet management experts on the one hand, and democracy and human rights experts on the other. Technologists know how information technology can be managed and manipulated – but show little interest in or do not understand the implications for democracy and human rights.
More background

Keynote Speakers
Avri Doria (USA/Israel). Member of the UN Working Group on Internet Governance (WGIG). Technical Consultant, Providence, Rhode Island, USA. Researcher at the School of Technoculture, Humanities and Planning, Blekinge Institute of Technology, Sweden.

Astrid Dufborg (Sweden). Special ICT Adviser, Ministry of Foreign Affairs, Sweden. Convenor of the UN ICT Task Force Working Group on Enabling Environment.

Mathias Klang (Sweden). Researcher in the field of access to technology and technology rights at the Department of Informatics, University of Göteborg. Responsible for Creative Commons in Sweden. Editor of the book “Human Rights in the Digital Age” (Glasshouse Press, 2005).

Website
http://www.kus.uu.se/en/activities/activities/20051003e.shtml

Copyright and Swedish Universities

Some notes from a recent discussion

First lets start off with the fundamental difference between Copyright in Swedish and Anglo/American law. Anglo/American law views copyright as the right to copy or reproduce. Swedish law sees copyright (upphovsrätt roughly translates as the right of origin). This foundamental difference creates problems when attempting to implement or discuss copyright in the different legal regimes.

Those people within universities which may be involved in copyright discussions can be one of three groups of people.

Students
Students can be funded by the university but are not seen as employees for the purpose of copyright. Students however are viewed as â??quasi-employeesâ?? when the discussion of work environment is discussed in the university â?? however this has no bearing on copyright issues.

Therefore the student is not seen as an employee. All/everything produced during his/her period of study belongs to him/her. The university has no copyright in essays, software, artwork or more. This can naturally be changed by contract â?? but then the student must be compensated in some way.

Phd Students (â??selfâ?? funded/funded by the university)
Often viewed as employees. They have the trappings of the employee. Office space, telephone & equipment. However for the discussion of employment relationship the Phd project does not count as work.

The â??selfâ?? employed Phd student is not seen as an employee. All/everything produced during his/her period of study belongs to him/her. The university has no copyright in essays, software, artwork or more. This can naturally be changed by contract â?? but then the student must be compensated in some way. This can be the case of research projects where the Phd student participates.

Phd students funded by the university may be seen as employees. These students are therefore employees who are being paid to produce something for the university. The product belongs to the university (not the moral rights since the moral rights always belong to the author). Traditionally universities in Sweden do not exercise their right to the product. Any attempt to exercise this right must be explicit and based upon contract.

Researchers (â??selfâ?? funded/funded by the university)
The â??selfâ?? employed researcher is not seen as an employee. All/everything produced during his/her period of study belongs to him/her. The university has no copyright in essays, software, artwork or more. This can naturally be changed by contract â?? but then the researcher must be compensated in some way.

Researchers funded by the university may be seen as employees. These researchers are therefore employees who are being paid to produce something for the university. The product belongs to the university (not the moral rights since the moral rights always belong to the author). Traditionally universities in Sweden do not exercise their right to the product. Any attempt to exercise this right must be explicit and based upon contract.

Employees
This group includes all employees who are being paid to produce something for the university. The product belongs to the university (not the moral rights since the moral rights always belong to the author). Traditionally universities in Sweden do not exercise their right to the product. Any attempt to exercise this right must be explicit and based upon contract.

A discussion can naturally be carried out as to what it is that is the employees are being employed to produce.

Additional questions of interest

Access to public information
Any and all material handed in to the university for grading (essays, exams & phd thesisâ??) are considered to be public information. Such public information is available to all who would like to read it (a cost for copying and sending may be levied).

Competing work
Employees at universities have a duty to be loyal and therefore should not carry out work which competes with the goals of the university. This may include abusing positions of trust by producing teaching material which they sell as compulsory material to students. The latter is not prohibited but may be frowned upon.

Abstract submitted to Ethicomp 2005

ethicomp2005 website

Arising from the success of the Free Software/Open Source movements and reacting against developments in intellectual property the Creative Commons (www.creativecommons.org) was formed to provide the means for establishing a digital creative commons. Its purpose was to create a useable web application that would enable creators of copyrightable material to dedicate these to the public domain or to release them under certain conditions. The Creative Commons licenses are not designed for software, even though they take their original inspiration from Free Software Licenses, but are intended to be used for diverse intellectual products such as: websites, scholarship, music, film, photography, literature, courseware, etc. The goal of the Creative Commons is to make more material accessible online and to make all material cheaper and easier to use.

We have at best a vague understanding of the term commons. When applied to the mainstream western understanding of property the term is associated with wasteful and damaging behaviour (cf Hardin 1968). Most of our distrust of the concept of commons stems from our understanding that property. To us property is most efficiently used if it is maintained as a private property, as opposed to property which is either owned collectively or claimed by no-one. There is, however, a growing acceptance of alternative views on property which do not condemn the commons (cf Shiva 2002).

Property today implies exclusive privilege of the thing in question. Despite the difficulties in attributing property rights to intangible objects the legal institutes of copyright and patents have been created to create exclusive property-like relationships and grant property rights on certain symbols and images. A main characteristic of the core European legal systems is the predominance of private ownership. In fact the Western legal systems regard individual ownership as the norm, derogations from which must be explained. The western view of property has led to an increase in the privatisation of commodities which traditionally were held to be a commons.

One of the frequently cited criticisms of the commons is the ?tragedy? of the commons (Hardin, 1968). The main disappearance of the European commons occurred during the 17th century with the enclosure movements. These movements were legitimised by philosophers such as Locke (1998), whose view that idle nature was wasteful and the adding of labour to land was enough to create property. Property occurred since ??every man has a Property in his own Person. This no Body has any Right to but himself. The Labour of his Body, and the Work of his Hands, we may say, are properly his.?

With this the stage was set for the commodisation of nature. Nature was seen as a neutral element and the mixing of this neutral element with property, naturally became the property of the owner of the labour. ?Whatsoever then he removes out of the State of Nature hath provided, and left it in, he has mixed his Labour with, and joined to it something that is his own, and thereby makes it his Property.? Locke has since then been used to legitimise the creation of new property rights in tangibles and intangibles.

The loss of the commons is today seen as a positive step. The commons as Hardin (1968) pictures them are a pasture, free for all to use, where cattle graze freely. Under economic theory the individual cattle owners will all strive to maximise their own stock and this will lead to the destruction of the pasture due to overuse. Hardin sees the open-access system as a place without rules (legal or social) were all actors strive to maximise their own economic wealth. However, for Hardin?s tragedy to occur several erroneous assumptions about the commons must be made (Shiva, 2002). Hardin assumes that all human interaction is based upon competition and not cooperation, that property held in commons is unregulated, that communities dependent upon the commons do not have social regulations and that group ownership is per definition an inferior solution. Hardin views the creation of private property as the most efficient way to avoid the tragedy, considering all the environmental disasters we have experienced only those who are particularly blind can still cling to this view.

The purpose of this paper is to discuss the purpose and need for institutions such as the Creative Commons and attempt to ascertain its international impact. To be able to do so, this paper begins by studying the concepts, roles and interaction of private property, the public domain and the commons. Discussing how and why the critique of the commons, as applied to digital products, is flawed. The paper then discusses the role of the commons in the creation and spread of intellectual property online.