Polypeptide micelles are widely used as biocompatible nanoplatforms but often suffer from their poor structural stability. Unimolecular polypeptide micelles can effectively address the structure instability issue, but their synthesis with uniform structure and well-controlled and desired sizes remains challenging. Herein we report the convenient preparation of spherical unimolecular micelles through dendritic polyamine-initiated ultrafast ring-opening polymerization of N-carboxyanhydrides (NCAs). Synthetic polypeptides with exceptionally high molecular weights (up to 85 MDa) and low dispersity (Đ < 1.05) can be readily obtained, which are the biggest synthetic polypeptides ever reported. The degree of polymerization was controlled in a vast range (25–3200), giving access to nearly monodisperse unimolecular micelles with predictable sizes. Many NCA monomers can be polymerized using this ultrafast polymerization method, which enables the incorporation of various structural and functional moieties into the unimolecular micelles. Because of the simplicity of the synthesis and superior control over the structure, the unimolecular polypeptide micelles may find applications in nanomedicine, supermolecular chemistry, and bionanotechnology.

Cloud classrooms provide many advantages in higher education. However, little is known about the social influence of peer relationships on students' acceptance of cloud classrooms. This study utilized structural equation modeling to examine a model that integrates the Universal Theory of Acceptance and Use of Technology (UTAUT) and Connected Classroom Climate (CCC). Effort expectancy, social influence, and CCC were found to significantly impact cloud classroom acceptance by college students. Performance expectancy and facilitating conditions, however, did not affect acceptance. These findings contribute understanding that can support decision-making for the cloud classroom, with particular emphasis on increasing college students' acceptance and use of such technology. Administrators, researchers, and practitioners can use this knowledge to guide their implementation, improvement, and assessment of cloud classrooms. In addition, beyond the

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