{"id":284,"date":"2013-05-14T10:08:44","date_gmt":"2013-05-14T14:08:44","guid":{"rendered":"http:\/\/blogs.law.harvard.edu\/hlscasestudies\/?p=284"},"modified":"2013-08-28T16:59:22","modified_gmt":"2013-08-28T20:59:22","slug":"the-copyright-wars","status":"publish","type":"post","link":"https:\/\/archive.blogs.harvard.edu\/hlscasestudies\/2013\/05\/14\/the-copyright-wars\/","title":{"rendered":"The Copyright Wars"},"content":{"rendered":"

New Product: From Sony to SOPA: The Technology-Content Divide<\/em><\/strong><\/p>\n

<\/strong>by Lisa Brem and Elizabeth Moroney<\/em><\/p>\n

<\/em><\/strong>When the Stop Online Piracy Act was introduced in the House of Representatives in the fall of 2011, the blogosphere erupted. Tech writers predicted a chilling effect<\/a> on technology, legal experts feared a lack of due process<\/a>, and open access advocates saw SOPA as censorship<\/a>\u00a0on par with the Chinese government. Wikipedia (and dozens of other websites) voluntarily blacked out for a day in protest of the legislation. Within a few months, the bill\u2019s sponsors withdrew it from consideration.<\/p>\n

\"\"<\/a>

Open access advocates protest outside the Supreme Court, speaking out in response to the MGM v. Grokster hearings (March 2005).<\/p><\/div>\n

Certainly, the Internet helped to win this skirmish, as lightning-fast connections spread the word and consolidated opposition. But the larger war between content creators and technologists has been fought since the invention of the printing press. From Sony to SOPA: The Technology-Content Divide<\/a><\/em>, a new case study by Professors John Palfrey and Jonathan Zittrain, provides a brief history of the tug of war between new technologies and the laws and legislation they spawn. As technologists continue to open a Pandora\u2019s Box of potential piracy tools\u2014from the printing press to the Betamax to YouTube and BitTorrent\u2014content creators urge legislators and courts to clamp the lid back down.<\/p>\n

\"\"<\/a><\/p>\n

Used in the classroom to promote discussion and analysis of the SOPA legislation, From Sony to SOPA<\/em> prompts participants to ponder questions such as: Is there really a problem with online piracy that the DMCA (Digital Millennium Copyright Act) doesn’t already address? Are the precedents set by the Sony\u00a0<\/em>decision adequate in the face of today\u2019s file sharing technologies? Is it possible to craft a law that will strike an appropriate balance between the interests of copyright holders and those of technology creators and individuals? Is some measure of piracy the price we pay for a robust technology sector in the United States? Or is piracy an ever-growing scourge, eviscerating U.S. entertainment industries? \u00a0In the classroom, student groups representing various stakeholders work to amend SOPA and try to create a bill more likely to be signed into law.<\/p>\n

This background note made its teaching debut in Advanced Problem Solving course \u201cCyberlaw and Intellectual Property\u201d at Harvard Law School last spring. To encourage adoption of the problem solving methodology, HLS has made many of the advanced problem solving cases, teaching plans, and the course syllabus available free of charge at the\u00a0Case Studies website.<\/a>\u00a0 For more information, or to discuss how to adapt the case study and problem solving pedagogy for your academic or professional education needs, contact Lisa Brem, Case Studies Program Manager, at lbrem@law.harvard.edu<\/a>.<\/p>\n","protected":false},"excerpt":{"rendered":"

New Product: From Sony to SOPA: The Technology-Content Divide by Lisa Brem and Elizabeth Moroney When the Stop Online Piracy Act was introduced in the House of Representatives in the fall of 2011, the blogosphere erupted. Tech writers predicted a … Continue reading →<\/span><\/a><\/p>\n","protected":false},"author":4538,"featured_media":0,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_jetpack_newsletter_access":"","_jetpack_dont_email_post_to_subs":false,"_jetpack_newsletter_tier_id":0,"_jetpack_memberships_contains_paywalled_content":false,"_jetpack_feature_clip_id":0,"_jetpack_memberships_contains_paid_content":false,"footnotes":"","jetpack_publicize_message":"","jetpack_publicize_feature_enabled":true,"jetpack_social_post_already_shared":false,"jetpack_social_options":{"image_generator_settings":{"template":"highway","default_image_id":0,"font":"","enabled":false},"version":2},"jetpack_post_was_ever_published":false},"categories":[88569],"tags":[],"class_list":["post-284","post","type-post","status-publish","format-standard","hentry","category-problem-solving-workshop-blog-posts"],"jetpack_publicize_connections":[],"jetpack_featured_media_url":"","jetpack_sharing_enabled":true,"jetpack_shortlink":"https:\/\/wp.me\/p4CR8M-4A","jetpack-related-posts":[{"id":946,"url":"https:\/\/archive.blogs.harvard.edu\/hlscasestudies\/2015\/04\/07\/new-teaching-note-legislating-intellectual-property-law-in-the-digital-age\/","url_meta":{"origin":284,"position":0},"title":"New Teaching Note: Legislating Intellectual Property Law in the Digital Age","author":"Elizabeth Moroney","date":"April 7, 2015","format":false,"excerpt":"Product: From Sony to SOPA: The Technology-Content Divide A teaching note is now available for From Sony to SOPA: The Technology-Content Divide, a classic Problem Solving Workshop background note about tensions in intellectual property law. With the Stop Online Piracy Act (SOPA) in 2011, the conflict between copyright holders, technology\u2026","rel":"","context":"In "Problem Solving Workshop Blog Posts"","block_context":{"text":"Problem Solving Workshop Blog Posts","link":"https:\/\/archive.blogs.harvard.edu\/hlscasestudies\/category\/problem-solving-workshop-blog-posts\/"},"img":{"alt_text":"Opponents to the Stop Online Piracy Act feared the end of free speech on the Internet.","src":"https:\/\/i0.wp.com\/blogs.law.harvard.edu\/hlscasestudies\/files\/2015\/04\/R.I.P._Internet-500x500.jpg?resize=350%2C200","width":350,"height":200},"classes":[]},{"id":724,"url":"https:\/\/archive.blogs.harvard.edu\/hlscasestudies\/2014\/03\/18\/case-studies-in-cyber-citizenship\/","url_meta":{"origin":284,"position":1},"title":"Case Studies in Cyber-Citizenship","author":"Elizabeth Moroney","date":"March 18, 2014","format":false,"excerpt":"Professor Charles Nesson\u2019s course fosters innovation in law and technology \u201cThink of what we are doing as re-designing the Ames [Moot Court] Competition, producing an Ames Competition in Cyberspace,\u201d Professor Charles Nesson said to his students. \u00a0Skillful judgment, innovation, and active participation governed Nesson\u2019s fall 2013 course \u201cInternet & Society:\u2026","rel":"","context":"In "Problem Solving Workshop Blog Posts"","block_context":{"text":"Problem Solving Workshop Blog Posts","link":"https:\/\/archive.blogs.harvard.edu\/hlscasestudies\/category\/problem-solving-workshop-blog-posts\/"},"img":{"alt_text":"","src":"https:\/\/i0.wp.com\/blogs.law.harvard.edu\/hlscasestudies\/files\/2014\/03\/1280px-2013_Brazilian_protests-500x359.jpg?resize=350%2C200","width":350,"height":200},"classes":[]},{"id":1108,"url":"https:\/\/archive.blogs.harvard.edu\/hlscasestudies\/2016\/04\/12\/new-product-tiantong-partners-transforming-litigation-in-china\/","url_meta":{"origin":284,"position":2},"title":"NEW PRODUCT: Tiantong & Partners: Transforming Litigation in China","author":"nsoubani","date":"April 12, 2016","format":false,"excerpt":"photo by \u00a0yeowatzup post by Dr. Lisa Rohrer, Executive Director of the Case Development Initiative at Harvard Law\u00a0 School CDI is pleased to announce the publication of its first case on the Chinese legal market: Tiantong & Partners: Transforming Litigation in China, co-authored by Ashish Nanda, Director of the Indian\u2026","rel":"","context":"Similar post","block_context":{"text":"Similar post","link":""},"img":{"alt_text":"yeowatzup","src":"https:\/\/i0.wp.com\/blogs.harvard.edu\/hlscasestudies\/files\/2016\/04\/yeowatzup-1024x679.jpg?resize=350%2C200","width":350,"height":200,"srcset":"https:\/\/i0.wp.com\/blogs.harvard.edu\/hlscasestudies\/files\/2016\/04\/yeowatzup-1024x679.jpg?resize=350%2C200 1x, https:\/\/i0.wp.com\/blogs.harvard.edu\/hlscasestudies\/files\/2016\/04\/yeowatzup-1024x679.jpg?resize=525%2C300 1.5x"},"classes":[]},{"id":479,"url":"https:\/\/archive.blogs.harvard.edu\/hlscasestudies\/2013\/07\/09\/summer-reading-legal-educations-9-big-ideas-part-1\/","url_meta":{"origin":284,"position":3},"title":"Summer Reading: Legal Education\u2019s 9 Big Ideas, Part 1","author":"Elizabeth Moroney","date":"July 9, 2013","format":false,"excerpt":"Taking Cues from Science and Technology Last week\u2019s blog post\u00a0made it seem as if the end of traditional legal education is near.\u00a0 But, as the saying goes, every ending is a new beginning. Scholars and practitioners are proposing solutions to the crisis in legal education that draw on the successes\u2026","rel":"","context":"In "Legal News and Debate"","block_context":{"text":"Legal News and Debate","link":"https:\/\/archive.blogs.harvard.edu\/hlscasestudies\/category\/legal-news-and-debate\/"},"img":{"alt_text":"","src":"https:\/\/i0.wp.com\/blogs.law.harvard.edu\/hlscasestudies\/files\/2013\/06\/800px-EPA_GULF_BREEZE_LABORATORY_CHEMISTRY_LAB._THE_CHEMIST_IS_TESTING_WATER_SAMPLES_FOR_PESTICIDES_-_NARA_-_546277-500x338.jpg?resize=350%2C200","width":350,"height":200},"classes":[]},{"id":845,"url":"https:\/\/archive.blogs.harvard.edu\/hlscasestudies\/2014\/08\/06\/summer-reading-crash-course-on-flipped-classrooms\/","url_meta":{"origin":284,"position":4},"title":"Summer Reading: Crash Course on Flipped Classrooms","author":"Elizabeth Moroney","date":"August 6, 2014","format":false,"excerpt":"Biologists at the University of Washington recently released the findings of a meta-analysis on active learning in STEM (science, technology, engineering, and mathematics) classes: students in lecture classes, across every discipline, are 1.5 times more likely to fail than students in active learning classes, involving discussion and in-class activities. Similar\u2026","rel":"","context":"In "Case Study Program Blog Posts"","block_context":{"text":"Case Study Program Blog Posts","link":"https:\/\/archive.blogs.harvard.edu\/hlscasestudies\/category\/case-study-program-blog-posts\/"},"img":{"alt_text":"Eric Mazur","src":"https:\/\/i0.wp.com\/blogs.law.harvard.edu\/hlscasestudies\/files\/2014\/08\/Ericmazur2-150x150.jpg?resize=350%2C200","width":350,"height":200},"classes":[]},{"id":547,"url":"https:\/\/archive.blogs.harvard.edu\/hlscasestudies\/2013\/08\/13\/hnmcp-case-studies-website-shapes-harvard-negotiation-institute-negotiation-workshop\/","url_meta":{"origin":284,"position":5},"title":"HNMCP Case Studies Website Shapes Harvard Negotiation Institute Negotiation Workshop","author":"Elizabeth Moroney","date":"August 13, 2013","format":false,"excerpt":"by Heather Kulp With one hundred participants representing over twenty countries, the summer Harvard Negotiation Institute\u2019s Negotiation Workshop offered five days of instruction to expand participants\u2019 negotiation toolboxes. 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