建廉政文化教育基地建设项目资金申请报告.doc

目 录第一章 项目概况21.1 项目名称21.2 项目性质21.3 项目类别21.4 项目建设地址21.5 项目建设内容及规模21.6 项目主管单位31.7 项目建设单位31.8 投资估算及资金筹措3第二章 项目建设的背景及必要性42.1 项目建设的背景42.2 建设的必要性分析5第三章 建设规模及内容73.1永久性廉政公益广告牌和小区公约牌73.2文化旅游线路73.3廉政主题公园73.4廉政文化宣传教育活动室83.5廉政文化小区示范点83.6廉政文化主题广场83.7廉政文化宣传队8第四章 投资估算94.1项目投资估算94.2资金筹措方案9第五章 项目实施进度安排105.1 建设工期105.2 实施进度安排10第六章 环境保护与劳动安全116.1 环境影响分析116.2 环境保护措施116.3 劳动安全12第七章 组织管理措施137.1管理机构137.2管理措施13第八章 效益分析14第一章 项目概况1.1 项目名称廉政文化教育基地建设1.2 项目性质新建1.3 项目类别社会公益项目1.4 项目建设地址*办事处，*办事处，*办事，*。1.5 项目建设内容及规模城区*办事处、*办事处、*办事处选择20个小区各做永久性廉政公益广告牌和小区公约牌1个；城区打造*风情园、*公园、*公园廉政主题公园3个；城区打造*社区、*社区、*社区廉政文化宣传教育活动室3个；城区创建*、*小区、*小区廉政文化小区示范点3个；城区打造火车站广场、*广场廉政文化主题广场2个；*、*、*办事处各建立廉政文化宣传队1支；*风景名胜区打造文化旅游线路1条。1.6 项目主管单位*人民政府1.7 项目建设单位*监察局1.8 投资估算及资金筹措1.8.1投资估算经初步估算，本项目总投资80.05万元，其中：廉政文化长廊建设资金18万元，廉政文化广告牌制作资金20万元，廉政文化宣传室建设奖金25.05万元，廉政文化业余文艺演出队建设资金17万元。1.8.2资金筹措项目总投资80.05万元，全部向省纪委申请项目建设资金。第二章 项目建设的背景及必要性2.1 项目建设的背景大力推进廉政文化建设，对于建立健全惩治和预防腐败体系，切实做到从源头上防治腐败，从而提高党的执政能力，密切党群关系，具有十分重要的现实意义。中共中央总书记习近平在反腐倡廉第五次集体学习中强调，深入推进党风廉政建设和反腐败斗争，需要坚持发扬我们党在反腐倡廉建设长期实践中积累的成功经验，需要积极借鉴世界各国反腐倡廉的有益做法，也需要积极借鉴我国历史上反腐倡廉的宝贵遗产。深入开展廉政文化建设，要求我们必须正确把握廉政文化的发展方向，注重突显廉政文化的特点，这样，廉政文化才有生命力和魅力，才能充分发挥其教育、示范、熏陶、导向作用，被广大党员干部和群众接受。*区作为*政治、经济、文化、信息中心与*相邻，有*之称，境内有*国家级风景名胜区、*、*、*公园、*风情园、*烈士故居、*、*古城区、*景区、*景区、*境景区、*景区、*、*等景区，周边有*、*古城、*城、* 、*等景区，现已初步形成为*片区旅游服务集散中心城市。按照以教育“倡”廉，深入推进廉政文化创建活动要求，为拓展领域，大力营造廉政文化的浓厚氛围，区政府决定将廉政文化建设融入到全区的城市建筑文化、旅游文化、体育文化、交通文化、餐饮文化、广场文化等各种积极向上的文化之中，融思想性、艺术性、知识性、趣味性为一体，扩大覆盖面，增强廉政文化的感染力、渗透力和亲和力，努力使清廉之风吹进社会的每个角落，在全社会形成人人崇尚廉洁的良好风尚。2.2 建设的必要性分析廉政教育示范基地和廉政文化建设示范点，是深入开展反腐倡廉宣传教育的重要阵地、探索创新教育方式方法和先进经验的重要渠道，廉政文化是社会主义先进文化的重要组成部分，反映了当代中国先进文化的价值取向，有助于党员干部进一步掌握邓小平理论和“三个代表”重要思想，有助于大力弘扬优良传统和作风，有助于抵制官僚主义、享乐主义、极端个人主义等各种腐朽落后的思想意识，加强廉政文化建设是我们党代表最广大人民利益的具体体现。腐败是和谐社会的大敌，是现阶段社会上最不和谐的因素之一。为了有效开展反腐败斗争，切实消除社会上的不和谐因素，顺利构建社会主义和谐社会，就必须加强廉政文化建设，用先进文化战胜落后文化、腐朽文化，在党内营造立党为公、执政为民，遵纪守法、公平正义，求真务实、联系群众，廉洁自律、艰苦奋斗的先进廉政文化氛围，摆脱腐朽文化的羁绊，在全社会建立一个反腐倡廉的大环境，形成崇廉、倡廉的社会风气，从而消除不和谐因素，推进社会主义和谐社会的建设。廉政文化建设是反腐倡廉的基础性工作，是拒腐防变的第一道防线，是从源头上预防腐败的重要举措，是惩治和预防腐败体系的重要内容。廉政文化建设搞好了，全社会的反腐倡廉意识和廉政氛围就增强了，党员干部的廉政意识和群众的监督意识进一步增强，反腐倡廉教育也就更加具有活力，制度建设更加有效。大力加强廉政文化建设，营造廉政文化的浓厚氛围，用积极健康的思想观念占领文化阵地，不断提高拒腐防变的能力能有效抵制来自方方面面消极腐朽文化的侵蚀，能充分体现我区廉政文化建设底蕴，在全社会形成人人崇尚廉洁的良好风尚。第三章 建设规模及内容3.1永久性廉政公益广告牌和小区公约牌城区*办事处、*办事处、*办事处选择20个小区各做永久性廉政公益广告牌和小区公约牌1个。3.2文化旅游线路以*景区*为起点，规划建设山门至山顶廉政文化旅游线路，在山门处设置大型广告牌，在沿旅游路线码头、河面游船、*等景点设置廉政文化标识牌5块。3.3廉政主题公园在*主城区打造民*园、*公园、*公园廉政主题公园3个。*园：园内规划大门上端设置LED显示屏1个，建设门口至表演主场、长廊、广场周围3条路线，公园门口路灯柱下设置木质廉政文化广告10块，在长廊画 “清、正、廉、洁、梅、兰、竹、莲、菊、松”等10幅字画；在主场后面酒家及儿童娱乐场所设置廉政文化广告牌15块，建设莲池，养心鱼塘，廉政小故事板牌，石头上刻廉字警句（重点打造，需进一步设计）。*公园：制作廉政文化长廊10块，木板上刻*廉政思想经典名言。*公园：打造廉政文化长廊，20米，茶楼、凉亭画上廉政漫画。3.4廉政文化宣传教育活动室城区打造廉政文化宣传教育活动室3个。*办事处打造*社区，*办事处打造*社区，*办事处打造*社区，廉政文化活动室制作宣传字画各10幅，电脑、投影仪一套、办公桌椅各2套，课桌各20套，制度牌各5块，廉政书架各3个，活动室内部需要重新装修。3.5廉政文化小区示范点创建廉政文化小区示范点3个，*办事处创建*社区的*，*社区创建*小区，*办事处创建*社区的*小区，小区各建廉政文化长廊20米，小区公约牌子各1个。3.6廉政文化主题广场城区打造火车站广场、*广场廉政文化主题广场2个，各做5块廉政文化版牌，LED显示屏滚动播出廉洁自律规定各条款。3.7廉政文化宣传队*、*、*办事处各建立廉政文化宣传队1支，每支宣传队配服装50套，表演伴奏器材1套、音响设备1套。第四章 投资估算4.1项目投资估算经初步估算，本项目总投资80.05万元，其中：廉政文化长廊建设资金18万元，廉政文化广告牌制作资金20万元，廉政文化宣传室建设奖金25.05万元，廉政文化业余文艺演出队建设资金17万元。具体经费估算如下：*廉政文化进社区建设经费详细估算表项目名称项目数（个）详细支出去向单价（万元）总价（万元廉政文化长廊366.003=18廉政文化广告牌2011.0020=20廉政文化宣传室3内部装修55.003=15制度牌0.050.053=0.45办公桌椅1.51.503=4.5电脑0.50.503=1.5廉政书架0.20.20 3=0.6投影仪11.0033.0廉政文化业余文艺演出队3服装0.040.045036.0表演器材11合计（万元80.054.2资金筹措方案项目投资80.05万元，拟全部向省纪委申请解决。第五章 项目实施进度安排5.1 建设工期本项目的建设工期定为12个月，即从2013年10月至2014年10月止。5.2 实施进度安排1、计划于2013年11月底前完成*办事处、*办事处、*办事处20个小区永久性廉政公益广告牌和小区公约牌。2、计划于2013年底前完成*办事处*社区的*，*社区*小区，*办事处*社区的*小区3个廉政文化小区示范点创建工作。3、计划于2013年底前建成*、*、*办事处3支廉政文化宣传队。4、计划于2013年底前建成*办事处*社区，*办事处*社区，*办事处*社区3个廉政文化活动室。5、计划于2014年6月底前完成*景区廉政文化旅游线路打造工作。6、计划于2014年6月前完成火车站广场、*广场2个廉政文化主题广场打造工作。7、计划于2014年10月前完成*园、*公园、*公园3个廉政主题公园打造。第六章 环境保护与劳动安全6.1 环境影响分析该项目工程主要是制作廉政文化标识牌、永久性廉政公益广告牌、小区公约牌、广告牌、设置LED显示屏和制作办公桌椅等主要污染物有废渣及噪声。施工期的环境影响属短期的、可恢复的和局部的环境影响，主要体现在施工期的噪声、废气(扬尘)和固体废物等方面。1、施工噪声：施工阶段，噪声较大的设备主要电锯、打磨机等。2、施工扬尘：项目施工打磨和建筑装修时可能导致扬尘。3、施工固体废弃物：施工期产生的固体废物主要来源于建筑施工等产生的建筑垃圾和建筑工人产生的生活垃圾。这些施工废物如不及时清理和妥善处置，或在运输时产生遗洒现象，将对环境卫生、公众健康及道路交通等产生不利影响，应采取必要措施，加强管理。6.2 环境保护措施1、噪声减缓措施：合理布局施工现场，避免安排大量电机设备。制订施工计划时，尽量不在夜间施工，除非有些施工工艺必须连续作业需夜间施工必须报请环境保护管理部门同意。2、扬尘减缓措施：严格施工现场规章制度，采取封闭式施工，控制好容易产生扬尘的搬运过程，运输车辆、施工场地内运输通道及时清扫、冲洗，运输砂石料、水泥、渣土等易产生扬尘的车辆上应覆盖篷布；3、固废减缓措施：平整场地时和基础挖掘出的土壤，如果可以证明这些垃圾没有被污染，可以作为建筑填土使用；剩余的不含建筑垃圾的土壤可调配到其它工地使用。建筑垃圾需由有资质单位集中外运至建筑垃圾填埋场。4、生活垃圾：施工现场禁止将生活垃圾乱丢乱放，任意倾倒，也不能混合在建筑垃圾中用于其它工地的填土。在施工现场，施工单位要设立桶装生活垃圾桶，集中收集后交由当地环卫部门处理处置，或是单独运往指定场所处理、消纳。6.3 劳动安全6.3.1安全与职业危害因素分析生产中主要的不安全因素有配电室内易引起火灾；高温设备造成的人体烫伤；机械设备易发生机械性伤害事故；高空作业点、平台、坑、井沟等处易发生人体坠落。6.3.2安全技术措施1、防火措施。配电室等设火灾自动报警装置，并配备一定数量的灭火器。2、防化学灼伤。在接触酸、碱的岗位设洗涤器并配备防护用品。3、电气安全，照明及防雷。所有电器设备的不带电金属外壳均接地保护，以防漏电或产生静电。4、防设备事故和机械伤害。裸露的设备旋转部件均设安全罩等防护措施。各操作平台、走梯及坑、井、沟等处分别设有安全栏或盖板，并设有警示标志。第七章 组织管理措施7.1管理机构本项目由*监察局负责组织实施并对项目实施管理。7.2管理措施7.2.1加强领导，建立廉政文化组织协调机制加强廉政文化教育基地建设是深入开展党风廉政建设和反腐败工作，大力构建惩治和预防腐败体系，深入推进廉政文化建设工作的一项重大举措。为把廉政文化建设工作抓好、抓实，*委、*政府高度重视，成立了以*书记为组长，*为副组长，各成员单位主要领导为成员的工作领导小组，以创建活动为契机，进一步加强对廉政文化建设示范点和廉政教育基地的建设、管理、使用。同时建立了党委领导下的反腐倡廉宣传教育工作联席会议制度，并在这项制度下建立相应的协调工作小组，加强对本区廉政文化建设的组织、协调和指导。7.2.2明确廉政文化建设相关部门的责任按照实施方案的任务分工，明确工作职责，建立工作例会制度、信息定期报送制度。区纪委、区委组织部、区委宣传部、区委党校、区直机关工委、区监察局、区文化局、区广播电视局、区教育局、区民政局、区司法局、区国土资源局、区妇联等单位和部门，要按照各自的职责，分别负责并抓好具体组织协调工作，充分发挥职能优势，各司其职，密切配合，形成互相推动、互相促进、互相提高的联动效应，形成全党全社会抓廉政文化建设的合力。7.2.3建立廉政文化建设的保障和激励机制建立和完善以财政支持、企事业单位自筹、社会各方面赞助的廉政文化建设经费保障机制，加大对廉政文化建设的投入。建立健全廉政文化建设的目标管理、考核评价和激励机制，对荣获中央和省、市表彰的优秀廉政文艺作品和优秀廉政文化项目、活动给予奖励。建立健全对企事业单位、社会团体和个人从事文化产业、举办廉政文化项目、开展廉政文化活动的扶持鼓励机制。第八章 效益分析廉政文化教育基地项目是社会主义先进文化的重要组成部分，其项目实施效益体现在社会公益效益上，它不仅仅是在党内和干部队伍中倡导廉洁从政的政治伦理，而更要在全社会形成崇尚廉洁的社会价值取向。碧江区廉政文化教育基地建成后，可有效改善碧江区廉政文化基础设施条件，成为碧江区党员干部接受反腐倡廉教育的场所，人民群众增强反腐倡廉意识的阵地。将廉政教育与周逸群故居红色旅游相结合，把红色旅游与廉政教育有机结合起来，通过直观形象、生动具体的人物及其事迹，寓教育熏陶于旅游观赏之中，既有利于学习历史知识、传播先进文化、形成廉洁理念，提高人们的思想素质和道德情操，又有利于实现社会效益和经济效益的结合，实现红色文化资源向经济优势的转化。通过进一步解放思想、拓展经营思路，将廉政文化示范点的可持续发展与休闲旅游、产品创制、公共服务等良性结合，构建“文化旅游”、“文化产品”、“文化公共服务”模式，增强示范点建设的生机和活力，可实现了旅游与廉文化的良性互动，只要这个景点存在、有人来游玩，廉政文化的传播就会持续下去。请删除以下内容，O(_)O谢谢！ The term autism refers to a cluster of conditions appearing early in childhood. All involve severe impairments in social interaction, communication, imaginative abilities, and rigid, repetitive behaviors. To be considered an autistic disorder, some of these impairments must be manifest before the age of three. The reference book used by mental health professionals to diagnose mental disorders is the Diagnostic and Statistical Manual of Mental Disorders , also known as the DSM. The 2000 edition of this reference book (the Fourth Edition Text Revision known as DSM-IV-TR ) places autism in a category called pervasive developmental disorders . All of these disorders are characterized by ongoing problems with mutual social interaction and communication, or the presence of strange, repetitive behaviors,interests, and activities. People diagnosed with these disorders are affected in many ways for their entire lives. Description Each child diagnosed with an autistic disorder differs from every other, and so general descriptions of autistic behavior and characteristics do not apply equally to every child. Still, the common impairments in social interaction, communication and imagination, and rigid, repetitive behaviors make it possible to recognize children with these disorders, as they differ markedly from healthy children in many ways. Many parents of autistic children sense that something is not quite right even when their children are infants. The infants may have feeding problems, dislike being changed or bathed, or fuss over any change in routine. They may hold their bodies rigid, making it difficult for parents to cuddle them. Or, they may fail to anticipate being lifted, lying passively while the parent reaches for them, rather than holding their arms up in return. Most parents of autistic children become aware of the strangeness of these and other behaviors only gradually. Impairments in social interaction are usually among the earliest symptoms to develop. The most common social impairment is a kind of indifference to other people, or aloofness, even towards parents and close care-givers. The baby may fail to respond to his or her name being called and may show very little facial expression unless extremely angry, upset, or happy. Babies with autism may resist being touched, and appear to be lost in their own world, far from human interaction. Between seven and 10 months of age, most infants often resist being separated from a parent or well-known caregiver, but these infants may show no disturbance when picked up by a stranger. Other children with autism may be very passive, although less resistant to efforts by others to interact. However, they do not initiate social interaction themselves. Still others may attempt to engage with adults and peers, but in ways that strike others as inappropriate, or odd. In adolescence and adulthood, some of the higher-functioning individuals with autistic disorders may appear overly formal and polite. They may react with little spontaneity, as if social interaction doesnt come naturally or easily to them, and so they are trying to follow a pre-determined set of rules. Some individuals with autism have normal intelligence, and many have special talents in areas such as music or memory. However, individuals with autism may have other mental or emotional problems that co-exist with their autism. Some of these other disorders may include impulse control disorders, obsessive-compulsive disorder , mood and anxiety disorders, and mental retardation . PSYCHOLOGICAL AND FAMILY FACTORS. Although Henry Maudsley, in the late 1800s, was the first psychiatrist to focus on very young children with mental disorders, it was the psychiatrist Leo Kanner who coined the phrase early infantile autism in 1943. Kanner believed that the parents of children with autistic behaviors were emotionally cold and intellectually distant. He coined the term refrigerator parents to describe them. His belief that parental personality and behavior played a powerful role in the development of autistic behaviors left a devastating legacy of guilt and self-blame among parents of autistic children that continues to this day. Recent studies are unequivocal, however, in demonstrating that parents of autistic children are no different from parents of healthy children in their personalities or parenting behaviors. In fact, many families with an autistic child also have one or more perfectly healthy children. Because autistic children can be extremely sensitive to change, any change within the family situation can be potentially traumatic to the autistic child. A move, divorce, birth of a sibling or other stressors that occur in the lives of most families may evoke a more extreme reaction from an autistic child. While there is no single neurological abnormality found in children with autistic disorders, some research using non-invasive brain imaging techniques such as magnetic resonance imaging (MRI) suggests that certain areas of the brain may be involved. Several of the brain areas being researched are known to control emotion and the expression of emotion. These areas include the temporal lobe (large lobe of each side of the brain that contains a sensory area associated with hearing), the limbic system, the cerebellum, the frontal lobe, the amygdala, and the brain stem, which regulates homeostasis (body temperature and heart rate). Recent research has focused particularly on the temporal lobe because of the finding that previously healthy people who sustain temporal lobe damage may develop autistic-like symptoms. In animal research, when the temporal lobe is damaged, social behavior declines, and restless, repetitive motor behaviors are common. When measured by MRI, total brain volume appears to be greater for those with autistic disorders. Other neurological factors include lesions to the brain, congenital rubella, undiagnosed and untreated phenylketonuria (PKU), tuberous sclerosis, and Retts disorder (a related condition in which the baby develops in an apparently normal manner through age five months, and then begins to lose communicative and social interaction skills). There is also evidence of a higher proportion of perinatal complications (complications arising around the time of giving birth) among children with autistic symptoms. These complications include maternal bleeding after the first trimester and meconium in the amniotic fluid. (Meconium is a substance that accumulates in the bowel of the developing fetus and is discharged shortly after birth.) Some evidence suggests that the use of medications during pregnancy may be related to the development of autistic symptoms. As newborns, children with autistic behaviors show a higher rate of respiratory illness and anemia than healthy children. ALLERGIES, INFECTIONS, AND IMMUNIZATIONS. Some professionals believe that autistic disorders may be caused by allergies to particular fungi, viral infections, and various foods. No controlled studies have supported these beliefs, but some parents and professionals report improvement when allergens and/or certain foods are eliminated from the diet. Viral infections of the mother, such as rubella, or of the young child, such as encephalitis, mumps, and measles, occasionally appear to cause autistic disorders. The common childhood immunization series known as MMR (measles, mumps, rubella) has recently come under scrutiny as a possible cause of some autistic conditions.Basketball can make a true claim to being the only major sport that is an American invention. From high school to the professional level, basketball attracts a large following for live games as well as television coverage of events like the National Collegiate Athletic Association (NCAA) annual tournament and the National Basketball Association (NBA) and Womens National Basketball Association (WNBA) playoffs. And it has also made American heroes out of its player and coach legends like Michael Jordan, Larry Bird, Earvin Magic Johnson, Sheryl Swoopes, and other great players. At the heart of the game is the playing space and the equipment. The space is a rectangular, indoor court. The principal pieces of equipment are the two elevated baskets, one at each end (in the long direction) of the court, and the basketball itself. The ball is spherical in shape and is inflated. Basket-balls range in size from 28.5-30 in (72-76 cm) in circumference, and in weight from 18-22 oz (510-624 g). For players below the high school level, a smaller ball is used, but the ball in mens games measures 29.5-30 in (75-76 cm) in circumference, and a womens ball is 28.5-29 in (72-74 cm) in circumference. The covering of the ball is leather, rubber, composition, or synthetic, although leather covers only are dictated by rules for college play, unless the teams agree otherwise. Orange is the regulation color. At all levels of play, the home team provides the ball. Inflation of the ball is based on the height of the balls bounce. Inside the covering or casing, a rubber bladder holds air. The ball must be inflated to a pressure sufficient to make it rebound to a height (measured to the top of the ball) of 49-54 in (1.2-1.4 m) when it is dropped on a solid wooden floor from a starting height of 6 ft (1.80 m) measured from the bottom of the ball. The factory must test the balls, and the air pressure that makes the ball legal in keeping with the bounce test is stamped on the ball. During the intensity of high school and college tourneys and the professional playoffs, this inflated sphere commands considerable attention. Basketball is one of few sports with a known date of birth. On December 1, 1891, in Springfield, Massachusetts, James Naismith hung two half-bushel peach baskets at the opposite ends of a gymnasium and out-lined 13 rules based on five principles to his students at the International Training School of the Young Mens Christian Association (YMCA), which later became Springfield College. Naismith (1861-1939) was a physical education teacher who was seeking a team sport with limited physical contact but a lot of running, jumping, shooting, and the hand-eye coordination required in handling a ball. The peach baskets he hung as goals gave the sport the name of basketball. His students were excited about the game, and Christmas vacation gave them the chance to tell their friends and people at their local YMCAs about the game. The association leaders wrote to Naismith asking for copies of the rules, and they were published in the Triangle, the school newspaper, on January 15,1892. Naismiths five basic principles center on the ball, which was described as large, light, and handled with the hands. Players could not move the ball by running alone, and none of the players was restricted against handling the ball. The playing area was also open to all players, but there was to be no physical contact between players; the ball was the objective. To score, the ball had to be shot through a horizontal, elevated goal. The team with the most points at the end of an allotted time period wins. Early in the history of basketball, the local YMCAs provided the gymnasiums, and membership in the organization grew rapidly. The size of the local gym dictated the number of players; smaller gyms used five players on a side, and the larger gyms allowed seven to nine. The team size became generally established as five in 1895, and, in 1897, this was made formal in the rules. The YMCA lost interest in supporting the game because 10-20 basketball players monopolized a gymnasium previously used by many more in a variety of activities. YMCA membership dropped, and basketball enthusiasts played in local halls. This led to the building of basketball gymnasiums at schools and colleges and also to the formation of professional leagues. Although basketball was born in the United States, five of Naismiths original players were Canadians, and the game spread to Canada immediately. It was played in France by 1893; England in 1894; Australia, China, and India between 1895 and 1900; and Japan in 1900. From 1891 through 1893, a soccer ball was used to play basketball. The first basketball was manufactured in 1894. It was 32 in (81 cm) in circumference, or about 4 in (10 cm) larger than a soccer ball. The dedicated basketball was made of laced leather and weighed less than 20 oz (567 g). The first molded ball that eliminated the need for laces was introduced in 1948; its construction and size of 30 in (76 cm) were ruled official in 1949. The rule-setters came from several groups early in the 1900s. Colleges and universities established their rules committees in 1905, the YMCA and the Amateur Athletic Union (AAU) created a set of rules jointly, state militia groups abided by a shared set of rules, and there were two professional sets of rules. A Joint Rules Committee for colleges, the AAU, and the YMCA was created in 1915, and, under the name the National Basketball Committee (NBC) made rules for amateur play until 1979. In that year, the National Federation of State High School Associations began governing the sport at the high school level, and the NCAA Rules Committee assumed rule-making responsibilities for junior colleges, colleges, and the Armed Forces, with a similar committee holding jurisdiction over womens basketball. Until World War II, basketball becam