Appeal No. 2005-1722
Application 10/420,901
pages, is not a reason why a person skilled in the art would have
been motivated to modify Cameron in accordance with Gifford, and
no motivation exists in the references (Br20).
The examiner seems to drop the inherency finding in the
answer. Nevertheless, we find that Cameron does not inherently
teach Web pages. The fact that the network supports a TCP/IP
protocol (col. 5, lines 15-16) indicates that the network could
be the Internet, not that it must necessarily be the Internet.
The examiner finds that Cameron teaches multimedia input devices
at column 5, lines 18-19 (EA5; EA11). The examiner finds that
Gifford teaches that Web pages provide multimedia capability and
concludes that it would have been obvious to implement the
presentation pages taught by Cameron as Web pages (id.). The
examiner notes that Cameron teaches that the window interfaces
are developed with an HTML-capable tool (id.).
Appellant responds that there is no teaching to implement
the multimedia kiosks in Cameron using Web pages and there is no
motivation for the modification (RBr9).
Cameron discloses a computerized order entry system having a
network. The network is not described to be the Internet, but
the fact that the network supports a TCP/IP protocol (col. 5,
lines 15-16) indicates that the network could be the Internet.
The system described in Cameron is for telemarketing in which the
user is taking an order over the phone from a customer for offers
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