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Chapter 16: Telecommunications Regulation
and licensing rules and the other lecture period addressing content-based regulations like the
FCC’s regulation of “indecent” content and its requirements related to educational program for
children.
You can keep up to date in this area by visiting the FCC’s website at http://www.fcc.gov. It
includes specific links for topics such as follows:
• General information about the FCC: http://www.fcc.gov/what-we-do
• Regulation of obscenity, indecency, and profanity:
http://www.fcc.gov/encyclopedia/regulation-obscenity-indecency-and-profanity
• Children’s educational television: http://www.fcc.gov/guides/childrens-educational-
television
These links were operational on July 18, 2017; the URLs may have changed since that time. The
key for teaching this content is to visit the FCC’s website as it has a wealth of current
information that you can use both in teaching Chapter 16 and in providing in-class handouts if so
desired.
What Appeals in This Chapter to Students’ Interests?
The section on “Obscene, Indecent and Profane Material” is particularly appealing to the current
generation of college students who are weaned on increasingly profane song lyrics and
increasingly sexualized material on television. This section can easily stand alone as a discussion
topic and, in fact, it can take an entire 60-minute lecture period to cover, depending upon how
much depth you want to go into it. Easily testable material on the topic includes the following:
• How does the FCC define indecency?
• What are the three factors that the FCC typically considers in determining whether a
material is patently offensive or not before rendering its indecency decisions?
• What is the safe-harbor time period during which both indecent and profane language may
be broadcasted?
• What are the three things that a listener or viewer must submit when filing an indecency
complaint with the FCC?
Students who are public relations majors may find the material in the section titled “Video News
Releases, Sponsorship Identification and the FCC” interesting as public relations (PR)
practitioners may be involved in creating video news releases (VNRs).
Students who are journalism majors may find the brief section titled “News and Public Affairs”
interesting and particularly relevant, including its focus on news distortion and complaints about
broadcast journalism (you might visit the FCC’s link on this topic at
http://www.fcc.gov/guides/broadcast-journalism-complaints for more information and to be up-