Well, I will update here in January along the way...

Haha, may be I should bring a hammer and ban electronic devices (apart from a calculator) ;-)

Yes I do, but will the students have that too? Can I snap them out of a five second attention span? Can I get them to dive into complex material without moaning it's too hard? Will they actually look up the literature references provided to enrich the concepts that have been highlighted?

All material is recorded and provided online. All classes involve discussions and in class short group assignments. What they get from being in class? F-2-f interactions with people.

There are no chalk boards in our teaching rooms. All classes are recorded. I often sketch and write out concepts on a visualiser (similar but less dusty). Agree on PowerPoint.

The entitled salary of the UK's PM is £172,153. It is time we cap the salaries of university management in the UK well below this threshold. Now there is a start to save on running costs.

May be see if a "Klamm" is nearby. Still a water adventure then :-)

Any airborne particle (aerosol) is obviously good (what the study does). Studying shape variation would be great, away from spheres. I mean inhalation of natural asbestos dust or other silicates is far from pleasant. The word microplastics IMO is just thrown into it.

This theory study looks through modeling how spherical particles could be taken up. It does not look at microplastics but any hypothetical spherical particle. It seems to suggest that the denser the particle, the worse. So why not focus on silicates and metal oxides instead? Clickbait. #plastic

4) Help with teaching some polymer chemical engineering and physics to a 3rd year module discussing gels and solubility, and leading several labs on radical polymerization in homogeneous and heterogeneous systems. 🥽🍎🧪

3) My module on "polymer colloids" revised with a new textbook draft and some new sections. Open to higher year science UGs and all PG students. We discuss, emulsion polymerization, colloid motion and stability, rheology, industrial applications, and environmental fate and sustainability. 🧪🍎🥽

2) A module "chemical reaction engineering and data processing". Here we will introduce to science students a chemical engineering way of thinking to chemical reactions highlighting reactor design and choice and how to interpret data to existing or new models. 🥽🍎🧪

1) A module "plastics: the good, the bad, the future" is open to ALL at the Warwick on both UG and PG level. Here we will teach polymer science, engineering, and manufacturing. How polymers are made and why these materials are chosen. We will discuss societal and circularity challenges.

Afbouw van plastic kan alleen als er afbouw komt van de consumptiemaatschappij en de economische verslaving daaraan. Simpelweg zeggen minder plastic is makkelijk; waar vervang je het mee? Precies, de enige 'groene' mogelijkheid is, met niks. Maar tja, dat willen die 120 landen helaas niet....

The actual word has been around for centuries, though recently it features in many, many papers. I wonder why? Could it be AI? Haha.

On page 180 and counting. I guess I will end up around 300.