br Acknowledgements This work was

Acknowledgements This work was supported in part by the Centre for a Sustainable University (KNU) and by the Cluster of Excellence “Integrated Climate System Analysis and Prediction” (CliSAP-EXC177) funded through the German Science Foundation (DFG) (grant number CliSAP EXC177). Underlying RapidEye data has been contributed on behalf of the German Aerospace Center through funding by the German Federal Ministry of Economy and Energy. Underlying RapidEye data has been contributed on behalf of the German Aerospace Center through funding by the German Federal Ministry of Economy and Energy.
Data E-cigarettes are sold by various retailers, such as liquor stores, convenience stores, and gas stations, and even on the internet [2]. E-cigarette specialty retailers (i.e., “vape stores”) have emerged in many places, yet are understudied. Few studies have attempted to identify in order to assess and monitor the e-cigarette specialty environment. A recent study examined the association between the presence of e-cigarette specialty retailers near schools and individual middle and high school student use of e-cigarettes [3]. The study focused on Orange County (OC), CA, an ethnically and socioeconomically diverse California county where ever use of e-cigarettes is higher than that of conventional cigarettes [4]. Prior to 2016, OC localities had few tobacco control regulations or e-cigarette regulations beyond the state law prohibiting the sale of e-cigarettes to minors [5]. We present a map of the distribution of retailers (Fig. 1), and descriptive data on e-cigarette specialty retailer environment in OC and how it nicotinic acetylcholine receptor relates to school locations (Table 1). We also present results from multi-level regressions that examine the effect of e-cigarette specialty retailer presence on individual-level e-cigarette use among middle and high school students; specifically, we present data from three buffer distances (¼ mile, ½ mile, one mile) of schools, which can help guide future research on retailer proximity (Table 2).
Study design and methods
Acknowledgments
Data
Experimental design, materials and methods Data were collected from 379 undergraduate students at the University of Alcalá (Spain). Three experimental tools (treatments) were delivered to students using a quasi-experimental design. A control group using a traditional blended-learning approach was also included. The Ribbonhero educational game (www.ribbonhero.com/) was administered to a group of 75 students. A gamification plugin was administered to a group of 77 students. A social networking website was administered to a group of 75 students. A social gamification web platform was administered to a group of 76 students. The control group had 76 students. The experimental setting was the undergraduate course on “Qualification for ICT Users” that covers basic computational concepts and digital skills. Syllabus was based on the ECDL/ICDL certification, which is becoming an international de facto standard for digital skills. Learning performance indicators gathered match four learning modules of the ECDL certification, which are word processor, spreadsheets, presentations and databases. Experimentation took place during Spring 2014 and Autumn 2014. The control group and the experimental groups using gamification and social networking took place during Spring 2014 from February till May. Students of the experimental groups using the educational game and social gamification took the course during Autumn 2014 from October till December. All instances of the course run for 10 weeks from the start without breaks. On the first week of the course, students took a multiple-choice computer pre-test. Experimental conditions were then deployed (weeks 2–9). After completing each learning unit (weeks 3, 5, 7 and 9), students had to submit an individual assignment that measured their learning performance. Assignments measured mostly practical skills and competences related to the use of the computer and the different software tools. Final examination was a written test with 15 questions including multiple choice, fill-in-the-blank and short answer questions. The final examination was designed to assess conceptual learning and cristae was delivered in week 10. Pre-test results were taken using a computerized test. Lecturers assessed assignments and the final examination using a numeric assessment scale. All marks were normalized to a 0–100 scale. The same conditions and evaluation criteria were used in all groups.