Ex Parte BATTEN et al - Page 4



          Appeal No. 2003-0008                                                        
          Application No. 09/174,936                                                  

          modify the prior art or to combine prior art references to arrive           
          at the claimed invention.  Such reason must stem from some                  
          teaching, suggestion or implication in the prior art as a whole             
          or knowledge generally available to one having ordinary skill in            
          the art.  Uniroyal, Inc. v. Rudkin-Wiley Corp., 837 F.2d 1044,              
          1051, 5 USPQ2d 1434, 1438 (Fed. Cir.), cert. denied, 488 U.S. 825           
          (1988); Ashland Oil, Inc. v. Delta Resins & Refractories, Inc.,             
          776 F.2d 281, 293, 227 USPQ 657, 664 (Fed. Cir. 1985), cert.                
          denied, 475 U.S. 1017 (1986); ACS Hosp. Sys., Inc. v.                       
          Montefiore Hosp., 732 F.2d 1572, 1577, 221 USPQ 929, 933 (Fed.              
          Cir. 1984).  These showings by the Examiner are an essential part           
          of complying with the burden of presenting a prima facie case of            
          obviousness.  Note In re Oetiker, 977 F.2d 1443, 1445, 24 USPQ2d            
          1443, 1444 (Fed. Cir. 1992).                                                
               With respect to the Examiner’s 35 U.S.C. § 103(a) rejection            
          of appealed independent claims 1, 10, and 19, Appellants assert             
          that the Examiner has failed to establish a prima facie case of             
          obviousness since all of the claimed limitations are not taught             
          or suggested by either of the applied prior art references.  In             
          particular, Appellants contend (Brief, pages 3-5) that the                  
          applied Martell and Shiell references, taken individually or                
          collectively, do not teach or suggest the evaluation of a                   
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