Ex Parte REDER et al - Page 5




          Appeal No. 2001-2101                                                         
          Application No. 09/111,495                                                   


          Brief, page 2) to the obviousness rejection asserts a failure by             
          the Examiner to establish a prima facie case of obviousness since            
          proper motivation for the Examiner’s proposed combination of                 
          references has not been set forth.  After reviewing the arguments            
          of record from both Appellants and the Examiner, we are in                   
          general agreement with Appellants’ position as stated in the                 
          Briefs.                                                                      
               In particular, we agree with Appellants that the applied                
          Solimene and Hahn references are directed to fundamentally                   
          different approaches to solving the problems associated with                 
          improving the ease of operation of graphical user interfaces.  In            
          this regard, our interpretation of the disclosure of Solimene                
          coincides with that of Appellants, i.e., while a command                     
          structure is modified to implement the incorporation of a                    
          “hyperbutton,” any such modification is performed by user prompts            
          through a dialog window (Solimene, Figures 6A and B), not through            
          direct manipulation by dragging and dropping using a graphical               
          pointer as claimed.                                                          
               Further, while the Hahn reference uses a “drag-and-drop”                
          operation to move documents and folders from one analogized “file            
          drawer” or “file cabinet” to another, there is no suggestion or              
          teaching of the modification of a “command” structure as claimed.            

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