Don't tell me. It's a cake.
"what was your biggest achievement of 2020?"
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ummm…@anomalily, I think you need to get @indiewebcat to step up her sartorial game. instagram.com/p/CAlrmmBjit2/
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"text": "ummm\u2026@anomalily, I think you need to get @indiewebcat to step up her sartorial game. instagram.com/p/CAlrmmBjit2/",
"html": "ummm\u2026<a href=\"https://twitter.com/anomalily\">@anomalily</a>, I think you need to get <a href=\"https://twitter.com/indiewebcat\">@indiewebcat</a> to step up her sartorial game. <a href=\"https://www.instagram.com/p/CAlrmmBjit2/\">instagram.com/p/CAlrmmBjit2/</a>"
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Why hello NYC! Glad to be back ❤️
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"text": "Why hello NYC! Glad to be back \u2764\ufe0f"
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…and a test vaccine seems to allow the vaccinated to shed the virus, spreading infection.
theguardian.com/world/2020/jul…
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"text": "\u2026and a test vaccine seems to allow the vaccinated to shed the virus, spreading infection.\n\n theguardian.com/world/2020/jul\u2026",
"html": "\u2026and a test vaccine seems to allow the vaccinated to shed the virus, spreading infection.\n\n <a href=\"https://www.theguardian.com/world/2020/jul/12/immunity-to-covid-19-could-be-lost-in-months-uk-study-suggests?utm_term=RWRpdG9yaWFsX0d1YXJkaWFuVG9kYXlVUy0yMDA3MTM%3D&utm_source=esp&utm_medium=Email&CMP=GTUS_email&utm_campaign=GuardianTodayUS\">theguardian.com/world/2020/jul\u2026</a>"
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…and a test vaccine seems to allow the vaccinated to shed the virus, spreading infection.
theguardian.com/world/2020/jul…
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"text": "\u2026and a test vaccine seems to allow the vaccinated to shed the virus, spreading infection.\n\n theguardian.com/world/2020/jul\u2026",
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Memory is a constructed entity. This is why you need receipts.
twitter.com/thescottcharle…
The John Wick fantasy vs. the reality.
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"text": "Memory is a constructed entity. This is why you need receipts.\ntwitter.com/thescottcharle\u2026",
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PRESSURE does work- eventually, decades after people start asking for it. Washington oddly shaped ball team will now not have a slur as their team name!!
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"text": "PRESSURE does work- eventually, decades after people start asking for it. Washington oddly shaped ball team will now not have a slur as their team name!!"
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#RIP Gordon Stone... In 98 or 99...not sure date. I booked two bands to play @uofhartford. Gordon Stone Trio in the acoustic room and @disco_biscuits on main stage.
Got to hang with Gordon and talk the philosophy of sound. (quickthoughts.jgregorymcverry.com/s/Y7S1L)
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"text": "#RIP Gordon Stone... In 98 or 99...not sure date. I booked two bands to play @uofhartford. Gordon Stone Trio in the acoustic room and @disco_biscuits on main stage.\n\nGot to hang with Gordon and talk the philosophy of sound. (quickthoughts.jgregorymcverry.com/s/Y7S1L)",
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No comet seen tonight, just a fuzzy Venus. Too much light + high clouds, I think.
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"text": "No comet seen tonight, just a fuzzy Venus. Too much light + high clouds, I think."
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Wow @tuckercarlson show written by racists? In other news the sky is blue. (quickthoughts.jgregorymcverry.com/s/1R0ScC)
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"text": "Wow @tuckercarlson show written by racists? In other news the sky is blue. (quickthoughts.jgregorymcverry.com/s/1R0ScC)",
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"Everyone is talking about sending kids back to school so they do not "fall behind." What does it mean to fall behind? What are students falling behind on? #edu522 #dailychallenge (quickthoughts.jgregorymcverry.com/s/11t34x)
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"text": "\"Everyone is talking about sending kids back to school so they do not \"fall behind.\" What does it mean to fall behind? What are students falling behind on? #edu522 #dailychallenge (quickthoughts.jgregorymcverry.com/s/11t34x)",
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It's only been a few days, but I'm already getting impatient for my new #LittleFreeLibrary to arrive.
boffosocko.com/2020/07/08/two…
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"text": "It's only been a few days, but I'm already getting impatient for my new #LittleFreeLibrary to arrive.\n\nboffosocko.com/2020/07/08/two\u2026",
"html": "It's only been a few days, but I'm already getting impatient for my new <a href=\"https://twitter.com/search?q=%23LittleFreeLibrary\">#LittleFreeLibrary</a> to arrive.\n\n<a href=\"https://boffosocko.com/2020/07/08/two-story-shed-blue-little-free-library/?replytocom=297128#respond\">boffosocko.com/2020/07/08/two\u2026</a>"
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Man, this seems almost quaint now. alternet.org/2012/04/10_way…
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"text": "Man, this seems almost quaint now. alternet.org/2012/04/10_way\u2026",
"html": "Man, this seems almost quaint now. <a href=\"https://www.alternet.org/2012/04/10_ways_our_democracy_is_crumbling_around_us/3/\">alternet.org/2012/04/10_way\u2026</a>"
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argh why does the CBS All Access app on my Apple TV keep on automatically turning on the alternate dialog narration track?
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"text": "argh why does the CBS All Access app on my Apple TV keep on automatically turning on the alternate dialog narration track?"
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The 5yo, pressing imaginary buttons on her forehead: “I’m logging in to my brain.”
Me: …
5yo: “Sometimes I stay logged in, but sometimes I find it’s better to log back out.”
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"text": "The 5yo, pressing imaginary buttons on her forehead: \u201cI\u2019m logging in to my brain.\u201d\n\nMe: \u2026\n\n5yo: \u201cSometimes I stay logged in, but sometimes I find it\u2019s better to log back out.\u201d"
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I like how I am barely off twitter for 12 hours and now it’s just cake.
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"text": "I like how I am barely off twitter for 12 hours and now it\u2019s just cake."
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"html": "<p>The latest assignment for the Tackling a Wicked Problem/Integrated Capstone track of Plymouth State University\u2019s <a href=\"https://colab.plymouthcreate.net/cplc/cplc-syllabus/\">Cluster Pedagogy Learning Community</a> asks us to:</p>\n<blockquote><p>Write (and share if you feel comfortable doing so) a self-assessment on your own development of the Habits of Mind. Pay particular attention to the <a href=\"https://psugened.pressbooks.com/chapter/habits-of-mind-benchmarks/\">signposts on the benchmarks for the level of achievement</a> you believe you have attained. How do you demonstrate that level of achievement? What behaviors do you exhibit for each of the signposts?</p></blockquote>\n<p>I feel a bit vulnerable sharing this post widely but, as I\u2019ve <a href=\"https://cathieleblanc.com/2019/01/19/the-vulnerability-of-learning/\">written before</a>, I think it\u2019s useful to put myself into situations where I feel vulnerable about learning (and reflecting on learning) so that I don\u2019t forget what it feels like. So here goes.</p>\n<p>The <a href=\"https://psugened.pressbooks.com/chapter/habits-of-mind/\">Habits of Mind</a> (HoM) are the learning objectives for the General Education program. After learning about them in their Tackling a Wicked Problem (TWP) class, we ask our students to reflect on their ongoing development of them. So the purpose of this assignment in the CPLC is to ensure that faculty understand what that reflection process feels like.</p>\n<p>I think I have achieved the Summit level in the Purposeful Communication HoM but I also think this is the HoM that I need to work on the most. The descriptions of the signposts for the Summit level of achievment say:</p>\n<blockquote><p>Awareness of Context: Seeks additional knowledge to understand the cultural and historical context, in both the creation of messages and the construction of meaning from messages</p>\n<p>Comprehension: Recognizes that the text has implications beyond its explicit message; identifies broader questions raised by the text; and/or suggests counterarguments in response to the text.</p>\n<p>Purposeful Expression: Organizes and synthesizes information to create a clear message containing new insights that achieves a specific purpose</p>\n<p>Effective Application of Strategies for Communication: Tailors communication strategies to effectively involve and/or address different audiences, foster respectful dialogue, and build relationships based on mutual understandings</p></blockquote>\n<p>I think my strength in communication is that I try to tailor my communication strategies for different audiences, foster respectful dialogue, and build relationships based on mutual understandings. One piece of evidence I would give for this is my development of different materials for different audiences related to the HoM. With the Gen Ed Outcomes Task Force, I helped to develop the <a href=\"https://psugened.pressbooks.com/chapter/habits-of-mind-benchmarks/\">descriptions of and benchmarks for the HoM</a> that can be found in the Gen Ed Handbook. I recognized that this would be confusing for first year students, so I simplified what we present to them in the <a href=\"https://wicked-problem.press.plymouth.edu/chapter/habits-of-mind-signposts/\">OER for TWP</a>. I also recognized that both of these versions of the details of the HoM are wordy and are perhaps too detailed for a first pass understanding of what they\u2019re all about. So I created the infographic that serves as the featured image for this post. I think these 3 ways of presenting the same information show that I\u2019m concerned about different audiences and mutual understandings. I think they also provide evidence for Summit level of achievement in Purposeful Expression. I think I could use some work in Awareness of Context. I sometimes seek to understand the cultural and historical context of messages. But I also sometimes just react to messages I\u2019m receiving, without understanding the various contexts in which messages are created and received. I would like to be more thoughtful <strong>all the time</strong> in my reading of and response to various messages.</p>\n<p>I think that I have reached the Summit level of achievement in Problem-Solving. The descriptions of the signposts at this level of achievement are:</p>\n<blockquote><p>Problem Framing: Explores multiple perspectives on the problem and incorporates those perspectives in explaining and describing the problem</p>\n<p>Challenge Identification: Surveys the problem from various points of view in order to uncover additional challenges and determine the ways in which challenges are interrelated</p>\n<p>Plan Development: Employs a repertoire of relevant strategies\u202fand\u202fperspectives\u202fto develop possible solutions to the problem and explores the potential implications of those solutions</p>\n<p>Decision-making and Revision: Weighs the potential implications of possible solutions in order to determine the most desirable course of action, providing a strong justification for that decision, and revising the plan as needed in response to ongoing feedback</p>\n<p>Evaluation of Progress: Reflects on positive and negative impacts of strategies employed and understandings gained from the problem-solving process</p></blockquote>\n<p>The field of Computer Science focuses to a large extent focuses on solving problems. My areas of expertise within the field are <a href=\"https://dl.acm.org/doi/book/10.5555/559039\">software engineering</a> and <a href=\"https://www.aaai.org/Papers/ISMB/1994/ISMB94-031.pdf\">artificial intelligence</a>, both of which have special emphasis on problem solving. I think my particular strength in problem solving is that when I work with a group of colleagues or students on a problem, I listen to what other people are saying and try to develop solutions that incorporate their ideas, thoughts, suggestions. For example, when I teach <em>Creating Games</em>, students often have trouble coming up with unique ideas for how to solve the problems that they find in their games during play-testing. One of my favorite parts of teaching that class is engaging those students in a conversation about the problem they are trying to solve and asking them questions that elicit their thoughts and ideas and then repeating those back to them in the form of a possible solution. I have gotten lots of positive feedback from students about this process.</p>\n<p>I think I have reached the Summit level of achievement in Integrated Perspective. The descriptions of the signposts at the level of achievement are:</p>\n<blockquote><p>Self-Awareness: Considers multiple perspectives\u202fand\u202fadjusts one\u2019s\u202fown ideas, beliefs,\u202fand\u202fvalues\u202fas appropriate</p>\n<p>Perspective Seeking: Seeks to\u202faugment one\u2019s own limited perspective with others,\u202feven those that may be\u202fconflicting</p>\n<p>Interconnectedness: Analyzes\u202fand\u202fexplains\u202fthe\u202finterconnectedness between and within natural and\u202fsocial\u202fsystems\u202fand\u202fhow\u202fshifts within those systems\u202fcreate\u202fchanges</p>\n<p>Collaboration: Critically\u202fanalyzes\u202fdifferent\u202fperspectives\u202fand\u202fpurposefully communicates to\u202fcontribute\u202fto\u202fan\u202foptimal\u202foutcome</p></blockquote>\n<p>I think my major strength in Integrated Perspective is my ability to engage in systems thinking, which allows me to see the interconnectedness between parts of systems and to see places where we might be able to make cahnge. An example of this is the work I have been doing with Promotion, Tenure, and Evaluation Advisory Group. Our overall task is to revise the faculty handbook so that it aligns with the Collective Bargaining Agreements for our two groups of unionized faculty and so that it is easier to understand and find the information you\u2019re looking for. This is a huge task but I think over the course of last year we made significant progress because I helped the group break the larger problem into smaller problems whose solutions contribute to the solution to the larger problem. This strength in Integrated Perspective is also my major weakness. I try to apply these skills to every kind of problem, including interpersonal problems where I think systems thinking is not particularly effective. This leads me to go over and over an interpersonal problem (almost obsessively), trying to break it down in ways that are inappropriate. I realized about 12 years ago that I do this, I have worked to develop a repertoire of strategies for dealing with interpersonal problems but my tendency is to fall back on what I am most comfortable with.</p>\n<p>I think I have reached the Summit level of achievement in the Self-Regulated Learning HoM. The descriptions of the signposts for this HoM are:</p>\n<blockquote><p>Responsibility for Own Learning: Sets high expectations for oneself\u202fand\u202fdevelops a plan\u202fto meet those expectations</p>\n<p>Engagement in the Learning Process: Generates\u202fideas\u202fand questions,\u202ftakes intellectual risks,\u202fdisplays resourcefulness\u202fin grappling with challenges, and shows confidence in own ability to learn</p>\n<p>Metacognitive Awareness: Reflects independently\u202fon own thinking and learning\u202fand uses\u202fstrategies\u202feffectively\u202fto strengthen\u202funderstandings and\u202fskills</p></blockquote>\n<p>I am very self-motivated. I set goals for myself and meet those goals. I take intellectual risks and am confident in my ability to learn. My weakness is probably that I don\u2019t reflect on my own thinking and learning often enough. This blog post is an example of me taking intellectual risks. It is challenging to put oneself out in public with a self-reflection like this. I am very nervous about it because I worry that those who know me will think that I don\u2019t know myself very well, that my self-reflection is way off the makr. But I\u2019m going to do it anyway. It is helpful for me to do this because if I, a tenured faculty member with really nothing to lose by writing and sharing this post, feel as nervous as I do, imagine what it feels like for a non-tenured faculty to do something like this. Or even more importantly, imagine what it feels like for our students to do something like this. Many of them are not confident learners. Taking intellectual means that you will sometimes make mistakes or look foolish. It\u2019s hard to make yourself do that. And taking risks is nearly impossible if mistakes have long-term consequences such as failing a class. It\u2019s good for me to be reminded of what it feels like to make yourself vulnerable by risking failure.</p>\n<p>We ask our students to do this kind of self-reflection multiple times over the course of the semester in both TWP and INCAP. It\u2019s hard! I found it especially hard to provide evidence of my self-assessment. How can I demonstrate that I have reached the level of achievement that I\u2019m claiming? What evidence shows others that I have reached that level of achievement? Again, it\u2019s good to be reminded that we are asking our students to do something that is really hard.</p>\n\n<p>Image Credit: I created the infographic to provide a quick overview of the Habits of Mind and their signposts.</p>",
"text": "The latest assignment for the Tackling a Wicked Problem/Integrated Capstone track of Plymouth State University\u2019s Cluster Pedagogy Learning Community asks us to:\nWrite (and share if you feel comfortable doing so) a self-assessment on your own development of the Habits of Mind. Pay particular attention to the signposts on the benchmarks for the level of achievement you believe you have attained. How do you demonstrate that level of achievement? What behaviors do you exhibit for each of the signposts?\nI feel a bit vulnerable sharing this post widely but, as I\u2019ve written before, I think it\u2019s useful to put myself into situations where I feel vulnerable about learning (and reflecting on learning) so that I don\u2019t forget what it feels like. So here goes.\nThe Habits of Mind (HoM) are the learning objectives for the General Education program. After learning about them in their Tackling a Wicked Problem (TWP) class, we ask our students to reflect on their ongoing development of them. So the purpose of this assignment in the CPLC is to ensure that faculty understand what that reflection process feels like.\nI think I have achieved the Summit level in the Purposeful Communication HoM but I also think this is the HoM that I need to work on the most. The descriptions of the signposts for the Summit level of achievment say:\nAwareness of Context: Seeks additional knowledge to understand the cultural and historical context, in both the creation of messages and the construction of meaning from messages\nComprehension: Recognizes that the text has implications beyond its explicit message; identifies broader questions raised by the text; and/or suggests counterarguments in response to the text.\nPurposeful Expression: Organizes and synthesizes information to create a clear message containing new insights that achieves a specific purpose\nEffective Application of Strategies for Communication: Tailors communication strategies to effectively involve and/or address different audiences, foster respectful dialogue, and build relationships based on mutual understandings\nI think my strength in communication is that I try to tailor my communication strategies for different audiences, foster respectful dialogue, and build relationships based on mutual understandings. One piece of evidence I would give for this is my development of different materials for different audiences related to the HoM. With the Gen Ed Outcomes Task Force, I helped to develop the descriptions of and benchmarks for the HoM that can be found in the Gen Ed Handbook. I recognized that this would be confusing for first year students, so I simplified what we present to them in the OER for TWP. I also recognized that both of these versions of the details of the HoM are wordy and are perhaps too detailed for a first pass understanding of what they\u2019re all about. So I created the infographic that serves as the featured image for this post. I think these 3 ways of presenting the same information show that I\u2019m concerned about different audiences and mutual understandings. I think they also provide evidence for Summit level of achievement in Purposeful Expression. I think I could use some work in Awareness of Context. I sometimes seek to understand the cultural and historical context of messages. But I also sometimes just react to messages I\u2019m receiving, without understanding the various contexts in which messages are created and received. I would like to be more thoughtful all the time in my reading of and response to various messages.\nI think that I have reached the Summit level of achievement in Problem-Solving. The descriptions of the signposts at this level of achievement are:\nProblem Framing: Explores multiple perspectives on the problem and incorporates those perspectives in explaining and describing the problem\nChallenge Identification: Surveys the problem from various points of view in order to uncover additional challenges and determine the ways in which challenges are interrelated\nPlan Development: Employs a repertoire of relevant strategies\u202fand\u202fperspectives\u202fto develop possible solutions to the problem and explores the potential implications of those solutions\nDecision-making and Revision: Weighs the potential implications of possible solutions in order to determine the most desirable course of action, providing a strong justification for that decision, and revising the plan as needed in response to ongoing feedback\nEvaluation of Progress: Reflects on positive and negative impacts of strategies employed and understandings gained from the problem-solving process\nThe field of Computer Science focuses to a large extent focuses on solving problems. My areas of expertise within the field are software engineering and artificial intelligence, both of which have special emphasis on problem solving. I think my particular strength in problem solving is that when I work with a group of colleagues or students on a problem, I listen to what other people are saying and try to develop solutions that incorporate their ideas, thoughts, suggestions. For example, when I teach Creating Games, students often have trouble coming up with unique ideas for how to solve the problems that they find in their games during play-testing. One of my favorite parts of teaching that class is engaging those students in a conversation about the problem they are trying to solve and asking them questions that elicit their thoughts and ideas and then repeating those back to them in the form of a possible solution. I have gotten lots of positive feedback from students about this process.\nI think I have reached the Summit level of achievement in Integrated Perspective. The descriptions of the signposts at the level of achievement are:\nSelf-Awareness: Considers multiple perspectives\u202fand\u202fadjusts one\u2019s\u202fown ideas, beliefs,\u202fand\u202fvalues\u202fas appropriate\nPerspective Seeking: Seeks to\u202faugment one\u2019s own limited perspective with others,\u202feven those that may be\u202fconflicting\nInterconnectedness: Analyzes\u202fand\u202fexplains\u202fthe\u202finterconnectedness between and within natural and\u202fsocial\u202fsystems\u202fand\u202fhow\u202fshifts within those systems\u202fcreate\u202fchanges\nCollaboration: Critically\u202fanalyzes\u202fdifferent\u202fperspectives\u202fand\u202fpurposefully communicates to\u202fcontribute\u202fto\u202fan\u202foptimal\u202foutcome\nI think my major strength in Integrated Perspective is my ability to engage in systems thinking, which allows me to see the interconnectedness between parts of systems and to see places where we might be able to make cahnge. An example of this is the work I have been doing with Promotion, Tenure, and Evaluation Advisory Group. Our overall task is to revise the faculty handbook so that it aligns with the Collective Bargaining Agreements for our two groups of unionized faculty and so that it is easier to understand and find the information you\u2019re looking for. This is a huge task but I think over the course of last year we made significant progress because I helped the group break the larger problem into smaller problems whose solutions contribute to the solution to the larger problem. This strength in Integrated Perspective is also my major weakness. I try to apply these skills to every kind of problem, including interpersonal problems where I think systems thinking is not particularly effective. This leads me to go over and over an interpersonal problem (almost obsessively), trying to break it down in ways that are inappropriate. I realized about 12 years ago that I do this, I have worked to develop a repertoire of strategies for dealing with interpersonal problems but my tendency is to fall back on what I am most comfortable with.\nI think I have reached the Summit level of achievement in the Self-Regulated Learning HoM. The descriptions of the signposts for this HoM are:\nResponsibility for Own Learning: Sets high expectations for oneself\u202fand\u202fdevelops a plan\u202fto meet those expectations\nEngagement in the Learning Process: Generates\u202fideas\u202fand questions,\u202ftakes intellectual risks,\u202fdisplays resourcefulness\u202fin grappling with challenges, and shows confidence in own ability to learn\nMetacognitive Awareness: Reflects independently\u202fon own thinking and learning\u202fand uses\u202fstrategies\u202feffectively\u202fto strengthen\u202funderstandings and\u202fskills\nI am very self-motivated. I set goals for myself and meet those goals. I take intellectual risks and am confident in my ability to learn. My weakness is probably that I don\u2019t reflect on my own thinking and learning often enough. This blog post is an example of me taking intellectual risks. It is challenging to put oneself out in public with a self-reflection like this. I am very nervous about it because I worry that those who know me will think that I don\u2019t know myself very well, that my self-reflection is way off the makr. But I\u2019m going to do it anyway. It is helpful for me to do this because if I, a tenured faculty member with really nothing to lose by writing and sharing this post, feel as nervous as I do, imagine what it feels like for a non-tenured faculty to do something like this. Or even more importantly, imagine what it feels like for our students to do something like this. Many of them are not confident learners. Taking intellectual means that you will sometimes make mistakes or look foolish. It\u2019s hard to make yourself do that. And taking risks is nearly impossible if mistakes have long-term consequences such as failing a class. It\u2019s good for me to be reminded of what it feels like to make yourself vulnerable by risking failure.\nWe ask our students to do this kind of self-reflection multiple times over the course of the semester in both TWP and INCAP. It\u2019s hard! I found it especially hard to provide evidence of my self-assessment. How can I demonstrate that I have reached the level of achievement that I\u2019m claiming? What evidence shows others that I have reached that level of achievement? Again, it\u2019s good to be reminded that we are asking our students to do something that is really hard.\n\nImage Credit: I created the infographic to provide a quick overview of the Habits of Mind and their signposts."
},
"name": "Developing Habits of Mind",
"post-type": "article",
"_id": "13164318",
"_source": "2782"
}
{
"type": "entry",
"published": "2020-07-13T00:09:00+00:00",
"url": "https://twitter.com/anomalily/status/1282467026586308609",
"photo": [
"https://pbs.twimg.com/media/Ecw89h6UEAA6c-w.jpg"
],
"content": {
"text": "Meal prep beet art."
},
"author": {
"type": "card",
"name": "Lillian Karabaic \ud83e\udd44\ud83c\udff3\ufe0f\u200d\ud83c\udf08 BLM",
"url": "https://twitter.com/anomalily",
"photo": "https://pbs.twimg.com/profile_images/1123802400731664385/dsHQG1nZ.jpg"
},
"post-type": "photo",
"_id": "13163803",
"_source": "2773"
}
Excited to have my very own physical copy of @PartyOfOnePod's Mission: Accomplished!
Now an historic RPG setting, when office politics were between people physically sharing offices.
{
"type": "entry",
"published": "2020-07-12T22:46:59+00:00",
"url": "https://twitter.com/schmarty/status/1282446385288220672",
"photo": [
"https://pbs.twimg.com/media/EcwqMJBXYAA1loV.jpg"
],
"content": {
"text": "Excited to have my very own physical copy of @PartyOfOnePod's Mission: Accomplished!\n\nNow an historic RPG setting, when office politics were between people physically sharing offices.",
"html": "Excited to have my very own physical copy of <a href=\"https://twitter.com/PartyOfOnePod\">@PartyOfOnePod</a>'s Mission: Accomplished!\n\nNow an historic RPG setting, when office politics were between people physically sharing offices."
},
"author": {
"type": "card",
"name": "Marty McGuire",
"url": "https://twitter.com/schmarty",
"photo": "https://pbs.twimg.com/profile_images/629056949552836608/iaagfyen.jpg"
},
"post-type": "photo",
"_id": "13162415",
"_source": "2773"
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Want to read: A Tree Grows in Brooklyn by Betty Smith (ISBN 9780061120077)
{
"type": "entry",
"published": "2020-07-12 14:42-0700",
"url": "https://gregorlove.com/2020/07/want-to-read-a-tree/",
"content": {
"text": "Want to read: A Tree Grows in Brooklyn by Betty Smith (ISBN 9780061120077)",
"html": "<p>Want to read: <span class=\"p-read-of h-cite\"><a href=\"https://gregorlove.com/isbn/9780061120077\" class=\"u-url\">A Tree Grows in Brooklyn</a> by <span class=\"p-author\">Betty Smith</span> (ISBN <span class=\"p-uid\">9780061120077</span>)</span></p>"
},
"post-type": "note",
"_id": "13162286",
"_source": "95"
}
