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Background: In South Carolina (SC), 42% of youth are overweight or obese. Two sets of modifiable behaviors contributing to obesity are physical activity (PA) and dietary habits. School-based interventions have successfully improved these behaviors. The purpose of this study was to identify SC public school personnel perspectives on the most common barriers and facilitators to regular PA and healthy eating behaviors in schools. Methods: A needs assessment survey was conducted with school personnel statewide. There were 17 questions on the survey that addressed: (1) demographic information about participants' educational backgrounds, (2) barriers to regular PA and healthy eating behaviors in schools, and (3) facilitators to regular PA and healthy eating behaviors in schools. Univariate and bivariate descriptive statistical analyses were performed using IBM SPSS Statistics 27. Results: Participants (N = 1311) indicated insufficient time for regular PA (n = 514, 39.2%) and limited access to healthy foods for healthy eating (n = 271, 20.7%) as main barriers. The primary facilitators were support from administrators for regular PA (n = 264, 20.1%) and support from cafeteria staff for healthy eating (n = 234, 17.8%). Further analyses explored how factors compared based on roles in schools, academic levels, and school district classifications. Conclusions: Results suggest that overarching barriers and facilitators to school-based interventions addressing childhood obesity exist, so common strategies to mitigate challenges and maximize supports can be used in schools. Future studies are needed to examine how decreasing barriers and enhancing facilitators affect the implementation and outcomes of these school-based interventions.

Background: School-based interventions and strategies targeting physical activity (PA) and eating patterns have successfully addressed unhealthy behaviors contributing to excess weight in school-age children. The purpose of this study was to investigate South Carolina (SC) public school administrators' perceptions of and experiences with weight-related issues in schools and associated barriers and facilitators to awareness, selection, and implementation of school-based healthy PA and eating interventions and strategies. Methods: This qualitative descriptive study, guided by the Social Ecological Model and the Steps in Quality Intervention Development Model, involved semistructured interviews with SC public school administrators from all academic levels (N = 28). Data were analyzed using thematic analysis. Results: Four themes were identified from interviews (N = 28): weight-related terminology or stigma, experiences with school-based healthy PA and eating interventions and strategies, barriers to school-based healthy PA and eating interventions and strategies, and facilitators to school-based healthy PA and eating interventions and strategies. Conclusions: Schools are well-positioned to provide interventions and strategies to improve PA and dietary habits leading to childhood obesity. School administrators, while knowledgeable and experienced with weight-related issues and school-based interventions and strategies, encounter barriers and facilitators that impact offerings and delivery. Understanding these challenges and supports is important in the development, adaptation, and implementation of school-based interventions and strategies focused on healthy PA and eating behaviors.

In a three-round Delphi, secondary agriculture teachers and administrators, field staff and agriculture teacher educators (n=31, 33, 29) compiled a list of 102 tasks for early field experiences and student teaching experiences in agricultural education. The list is comprehensive enough for the three states where it was developed and flexible enough for local needs. (SK)

Six major geologic units in Charleston, South Carolina, are characterized in terms of shear-wave velocity (VS) in this article. The characterization is based on in situ VS measurements at 91 sites. The six units are man-made fills, Holocene and late Pleistocene deposits, the Wando Formation, the Ten Mile Hill beds, the Penholoway Formation and the Daniel Island beds, and Tertiary deposits. Median VS values for these units in the top 25 m are 145, 111, 189, 176, 285, and 399 m/ sec, respectively. For Tertiary deposits in the depth intervals of 25-55 m, 55-75 m, and 75-100 m, median VS values are 435, 533, and 663 m/sec, respectively. A seismic-response parametric study is conducted assuming several soil/rock models and two input rock outcrop motions with peak accelerations of 0.3g and 0.1g. It is found that Quaternary sections with VS of 190 m/sec (e.g., the Wando Formation) and thicknesses of about 7 m to 15 m exhibit predominant peaks in the acceleration-response spectra at periods of about 0.25 to 0.4 sec. These predominant peaks match fundamental periods of many existing buildings in the old city district of Charleston. The results suggest that local site conditions contributed to building damage in the 1886 Charleston earthquake. [ABSTRACT FROM AUTHOR]