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      "body": "Congratulations @pepeundparker! You received a personal award!\n\n<table><tr><td>https://steemitimages.com/70x70/http://steemitboard.com/@pepeundparker/birthday2.png</td><td>Happy Birthday! - You are on the Steem blockchain for 2 years!</td></tr></table>\n\n<sub>_You can view [your badges on your Steem Board](https://steemitboard.com/@pepeundparker) and compare to others on the [Steem Ranking](https://steemitboard.com/ranking/index.php?name=pepeundparker)_</sub>\n\n\n###### [Vote for @Steemitboard as a witness](https://v2.steemconnect.com/sign/account-witness-vote?witness=steemitboard&approve=1) to get one more award and increased upvotes!",
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      "body": "Congratulations @pepeundparker! You have received a personal award!\n\n[![](https://steemitimages.com/70x70/http://steemitboard.com/@pepeundparker/birthday1.png)](http://steemitboard.com/@pepeundparker)  1 Year on Steemit\n<sub>_Click on the badge to view your Board of Honor._</sub>\n\n\n**Do not miss the last post from @steemitboard:**\n[SteemitBoard World Cup Contest - Semi Finals - Day 1](https://steemit.com/steemitboard/@steemitboard/steemitboard-world-cup-contest-semi-finals-day-1)\n\n---\n**Participate in the [SteemitBoard World Cup Contest](https://steemit.com/steemitboard/@steemitboard/steemitboard-world-cup-contest-collect-badges-and-win-free-sbd)!**\nCollect World Cup badges and win free SBD\nSupport the Gold Sponsors of the contest: [@good-karma](https://v2.steemconnect.com/sign/account-witness-vote?witness=good-karma&approve=1) and [@lukestokes](https://v2.steemconnect.com/sign/account-witness-vote?witness=lukestokes.mhth&approve=1)\n\n---\n\n> Do you like [SteemitBoard's project](https://steemit.com/@steemitboard)? Then **[Vote for its witness](https://v2.steemconnect.com/sign/account-witness-vote?witness=steemitboard&approve=1)** and **get one more award**!",
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      "parent_permlink": "binance",
      "author": "pepeundparker",
      "permlink": "how-to-withdraw-yoyow",
      "title": "How to withdraw YOYOW",
      "body": "ENGLISH TRANSLATED:\n\nYOYOW main network has been on the line, now support from the ETH address will ERC20 tokens, or from the BTS disk will be presented to the main network YOYOW assets.\n\nProceed as follows:\nThe first step, at http://wallet.yoyow.org registered a good account, and then do a backup! Make a backup! Make a backup! Then you will get your YOYOW main chain ID similar to the following: # The number after the number is your yoyow main chain ID (as shown on the right).\n\nNote that please use the computer PC login registration, do not operate the phone, so as not to backup the wallet file (. Bin file) caused by financial losses.\n\nThe second step, the currency to YOYOW main chain. According to the current distribution of YOYOW token, divided into four cases.\n\nYour token in the BTS inner disk\n\n--> Send YOYOW to BTS address: yoyow.out (# 395262), and in MEMO note your YOYOW main chain ID, we will be issued within 3 days 1: 1 exchange YOYOW.\n\nYour token in ether wallet\n--> Send YOYOW token to address:   0x4563cEA6b9958b477B5Eab1119b145E4f1A822de\n\nThe address is the same as the ETH address of the ERC20 tokens that are sent to YOYOW within the previous few days.\nNote that the number of YOYOW tokens to send please strictly follow the following format:\nInteger number is YOYOW number, the first three decimal places, followed by your YOYOW main chain ID.\n\nTo the above YOYOW ID example: If you want to # 476967954 this YOYOW main chain ID recharge 10000 YOYOW, then you need to give 0x4563cEA6b9958b477B5Eab1119b145E4f1A822de this ETH address transfer 10000.000476967954 YOYOW.\nYour token in the currency exchange (Binance)\n\nFirst need to mention the currency to your eth address, this time YOYOW or ERC20 tokens.\nAnd then in accordance with the way the cash purse way to redeem (the way with your token in the ether purse).\nYour token on a third party ICO platform\n\nAt this point you can choose to return the currency, then the proportion of ICO will be returned when the BTC or ETH, the operation by the platform.\n\n\nYou can also choose to mention the currency (the premise is the platform support), this step with the second case, is also sent to their own ETH address, and then through this address to transfer to the YOYOW recharge address, and recharge the amount required in strict accordance with the format.\n\nPrecautions:\nAs the current national regulatory policy, leading to ICO platform or trading platform problems caused by the token can not be obtained, please contact the platform side. At the same time, since the YOYOW creation chain has just opened, the YOYOW development team reserves the right to bifurcate when it encounters a major bug. But please be assured that the current YOYOW BTS disk assets within the way, or in the ETH wallet to ERC20 token way to save, are safe.\n\nYou can also choose to mention the currency (the premise is the platform support), this step with the second case, is also sent to their own ETH address, and then through this address to transfer to the YOYOW recharge address, and recharge the amount required in strict accordance with the format.\n\n\nYOYOW主网已经上线，现在支持从ETH地址将ERC20代币，或者从BTS内盘将YOYOW资产提现到主网。\n\n步骤如下：\n第一步，在http://wallet.yoyow.org 注册好账户，然后做好备份！做好备份！做好备份！ 然后你会得到你的YOYOW主链ID类似如下：#号后面的数字就是你的yoyow主链ID（如右图）。\n注意，请使用电脑PC登陆注册，不要手机操作，以免无法备份钱包文件（.bin文件）造成资金损失。\n\n第二步，提币到YOYOW 主链。按照目前YOYOW token的分布，分为四种情况。\n\n你的token在 BTS 内盘\n发送YOYOW到BTS地址：yoyow.out （#395262）,并在MEMO里备注你的YOYOW 主链ID，我们将在3天内发放1:1兑换的YOYOW。\n你的token在以太钱包\n发送YOYOW代币到地址：0x4563cEA6b9958b477B5Eab1119b145E4f1A822de\n该地址跟前几日内盘提现YOYOW时的发送ERC20代币的ETH地址是同一个。\n注意，发送YOYOW代币的数量请严格按照如下格式：\n整数位是YOYOW数量，小数位先是三个0，再紧跟你的YOYOW主链 ID。\n以上面的YOYOW ID为例： 如果你想给#476967954这个YOYOW主链ID充值10000个YOYOW， 那么你需要给 0x4563cEA6b9958b477B5Eab1119b145E4f1A822de 这个ETH地址转账 10000.000476967954 YOYOW.\n你的token在币安交易所（Binance）\n首先需要提币到你的eth地址,此时YOYOW还是ERC20代币。\n然后按照以太钱包的提现方式兑换（方式同2. 你的token在以太钱包）。\n你的token在第三方ICO平台\n此时你可以选择退币，那么将按照ICO时的比例退还BTC或者ETH，这个操作由平台负责。\n也可以选择提币（前提是平台支持），此时步骤跟第二种情况一样，也是先发送到自己的ETH地址，然后通过此地址转账到YOYOW的充值地址，且充值数额需要严格按照格式。\n注意事项：\n由于目前国家监管政策，导致ICO平台或者交易平台问题导致的代币无法获取，请直接联系平台方。同时，由于YOYOW创世链刚刚开启，YOYOW开发团队保留遇到重大bug时硬分叉的权利。但请放心，目前YOYOW以BTS内盘资产的方式，或者在ETH钱包以ERC20代币的方式保存，都是安全的。",
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      "title": "IELTS Q&A #3: [Writing/Speaking] Why do IELTS teachers in my country suggest I write long complicated sentences, but in other countries, it's different?",
      "body": "Thanks for this interesting question.\n\nI suppose you're really asking if using long, complex phrases boosts your vocabulary score somehow.\n\nWell... yes and no.\n\nConsider these THRE responses to the question:  <b>Do you like shopping?</b>\n\nSAMPLE 1:\nWell, I don't like shopping much, because I'm a guy.  I suppose I **window shop** because I don't always have money.  But when I do, I like **shopping** for *stuff* like computer supplies.  Uh...So I sometimes go to the computer store and spend money on *computer things*, y'know.  Last thing i bought was a keyboard and a thing for storing films.\n\nSAMPLE 2:\nEven though some people believe that *shopping is a girl's favorite pasttime*, I wouldn't say that it is mine.  The last thing I bought was a pair of trainers, Nike, I think, but that was two years ago.  It was an *impulsive* purchase, really, *seeing as* I only ever wore the shoes once or twice.  I've felt guilty about it, maybe like a *buyer's remorse* --so I never went shoe shopping again.  I will spend money on *household needs* like garden tools.  In fact, last week, I got *hedge-trimmers*.\n\n<h3>Which sample do you think uses collocations and a range of vocabulary?</h3>",
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      "title": "IELTS Q&A #2: [Speaking] Is it OK for me to lie or make up an answer on the speaking or writing exam?",
      "body": "The girl was shy, that much was clear.\n\nIn the small classroom, surrounded by 5 other students in her level, she bravely stared forward past her classmates and me, the examiner to deliver her presentation.\n\nThe student only needed to meet the task:\n* deliver an 8-10 minute, organized and logical presentation with a PowerPoint\n* answer questions from the audience and the teacher\n* use a variety of relevant vocabulary and grammar structures\n* pronounce in a clear manner and use strategies to emphasize meaning\n\nI could hear the whispers of her classmates.  Her English sounded flawless, her pronunciation, clear.  If this were IELTS, I'd have given her a Band 8 for this category.\n\nHer grammar was not only accurate, but varied.  With occasional mistakes, she'd have gotten a band 8 as well.\n\n**However, something was terribly wrong.**\n\nI could not understand what she was saying.  \nThe ideas were related to the general topic, but it didn't always follow the specific issues in her report. \nFurthermore, her PowerPoint only had sentences from her speech on the screen; there were no images.\n\nStill, I couldn't understand what she was saying.\n\nDuring the Q&A stage, students asked her very simple questions.  Her responses were short, and unsatisfactory.\nI asked her to explain what she meant by something she shared in the middle of her presentation.\n\nShe remained silent for a moment, before repeating that section of the presentation.\n\n--------------------------------------\n\nMy manager heard about my strange speaking exam case and asked to listen to the MP3 recording.\n\nI had so much trouble assigning a mark, I was grateful for his input.  I was also grateful that, like the IELTS speaking exam, we were allowed to use MP3 recorders to keep a record of the exam.  \n\n\"What mark did you give her?\" He asked after 15 minutes with the recording.\n\n\"I gave her [the equivalent of band 9] for grammar and vocabulary and [band 8] for pronunciation,\" I answered.  \"However, I failed her for Fluency and Coherence.\"\n\n\"You can fail her for grammar and vocabulary as well,\" he said.\n\nI was shocked.  However the explanation made sense.\n\n---------------\n\nSimply put, the student had not used any of her own English to accomplish the task.  She had memorized and was unable to extend or respond to questions about her presentation.  It's as if she had NO English.\n\nYour IELTS exam, like that University English program's speaking exam, is meant to measure:\n1) your ability to engage with familiar & unfamiliar topics,\n2) to use your toolbox of grammar structures and vocabulary, and\n3) your pronunciation.\n\nAlready, the IELTS exam is designed to:\n* start with comfortable and familiar topics\n* move onto an unfamiliar task about familiar topics\n* finish with a complex task of unfamiliar topics (thinking about society and the topics abstractly)\n\nTeachers are asked to overlook memorized answers because this may not accurately reflect your abilities and skills in English.\n\nSo, how can they tell?\n\nAs you move onto part 2 and 3, students who memorize may have trouble answering or elaborating on a previous answer because they didn't really live or experience it.  Furthermore, by part 3, a student that seemed to have amazing vocabulary and grammar, will have trouble and start using basic words and simple grammar structures to cope with part 3.\n\n<h2>So, should I memorize or lie?</h2>\nI personally believe you shouldn't, because you make it harder for yourself if you're asked to elaborate.  \n\nThat said, students who have a high enough level of English and can be creative, are probably able to lie or extend ideas on the spot.\n\nIn this case, if you have the language levels to do this, you should get a high band anyway!\n\nIf you don't, then just work on your core strengths!  More about this in a future post or video.",
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      "title": "IELTS Q & A #1 - Full-Caps, Mixed Caps, Lower caps?",
      "body": "The other day, one of my students, who had decided to register for the IELTS exam before our course ended, contacted me in a panic.\n\n\"Teacher!\"  She said, \"I have an important question to ask you!\"\n\nThinking she was going to ask about grammar or vocabulary, I was suddenly taken aback by what she said.\n\n\"I'm afraid the examiner cannot read my writing!\"\n\n\"Why would you say that?\" I replied.\n\n\"Sometimes you get confused about my writing,\" she answered, referring to a paragraph writing assignment we did in Weeks 1 and 2.\n\nIt's true.  In her country, her language uses a completely different script.  Trying to write with a roman alphabet made it hard to tell if she was writing \"i\" or \"e\", \"m\" or \"n\", and \"o\" or \"a\".\n\n<em>Essentially this was the question:</em>\n\n1) Should I write all-caps (e.g. THE REAL REASON I WANT TO GO TO FRANCE IS ...) vs. handwriting or even small-caps but with capitalization.\n\nSo, what is the <b>SIMPLE & SHORT</b> answer?\n\nWrite in the method that is fluent and quickest for you.  \n\nHere's the LONG EXPLANATION:\n\nFor Listening & Reading - you can write upper case or lower case.\nFor Writing - the last exam of the day - write in the method that you are FLUENT!\n\n<ul>\n<li>Focus on getting your ideas on paper.\n<li>Control your time.\n<li>When you finish early enough --> Go back and PROOFREAD.\n<li>Any letters you usually make mistakes on --> FIX them.\n<li>Check for CAPITALIZATION of your proper nouns and the first word of sentences.\n<br>\nWHY?\n<br>\nWhen my student panicked, and asked for a private tutoring session to prep her for the exam, she did Task 1 in 20 minutes, focusing on UPPER CASE.  However, in 20 minutes she was unable to complete the task because she wrote slower than when she used <em>cursive handwriting</em>.\n<br>\nI asked her to try again, but with her normal writing style.\nShe finished in 16 minutes, and we had time to look over a <b>checklist</b> which included checking for punctuation and her 'typical' problem letters.\n\nIn 4 minutes, she had enough time to realise she made mistakes in her handwriting with:\n<ul>\n<li>i vs. e / o vs. a / m vs. n / r vs. p\n<li> capitalization of country names and people's names\n</ul>\nAnd she was better able to quickly scan her own writing, then fix them.\n\nSo...\n\nIf you have a choice between changing your normal writing style vs. writing as you do, it's better to finish the task, then proofread and correct your challenges.\n\n<b>If you found this post useful, please UPVOTE it.</b>",
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      "body": "The other day, one of my students, who had decided to register for the IELTS exam before our course ended, contacted me in a panic.\n\n\"Teacher!\"  She said, \"I have an important question to ask you!\"\n\nThinking she was going to ask about grammar or vocabulary, I was suddenly taken aback by what she said.\n\n\"I'm afraid the examiner cannot read my writing!\"\n\n\"Why would you say that?\" I replied.\n\n\"Sometimes you get confused about my writing,\" she answered, referring to a paragraph writing assignment we did in Weeks 1 and 2.\n\nIt's true.  In her country, her language uses a completely different script.  Trying to write with a roman alphabet made it hard to tell if she was writing \"i\" or \"e\", \"m\" or \"n\", and \"o\" or \"a\".\n\n<em>Essentially this was the question:</em>\n\n1) Should I write all-caps (e.g. THE REAL REASON I WANT TO GO TO FRANCE IS ...) vs. handwriting or even small-caps but with capitalization.\n\nSo, what is the <b>SIMPLE & SHORT</b> answer?\n\nWrite in the method that is fluent and quickest for you.  \n\nHere's the LONG EXPLANATION:\n\nOn exam day, you will start with the LISTENING test first, followed by the READING test.\nFor these exams, any writing you do has to involve 1-3 word answers, spelled correctly, so whether you do all-caps, small caps, or handwriting, as long as I or any other examiner can read your correctly spelled answer, then OK.\n\nHowever, the rules change when you do the WRITING test.  Here, you need to demonstrate as part of basic grammar, CORRECT pronunciation, and when to CAPITALIZE proper nouns (e.g. names of places, people,  or titles) as well as the first word of a sentence.\n\nIf you write in all-caps, it may as well be writing everything in small-caps, and this does not demonstrate an understanding of basic grammar and writing.\n\n<b><em>So...what's this about fluently?</em></b>\n\nWell, when my student worked with me to do timed-writing task 1 and 2, she tried to PRINT rather than use CURSIVE hand-writing (her normal style).\n\nWhile her writing was much more legible, she couldn't finish task 1 nor task 2.\nThis directly brought her Task Completion score down!\n\nWhen we tried again, I asked her to go with her fluent form of writing.\nShe finished both tasks on-time.\nHowever, some of her ideas were unclear because of her writing.\nSo as I proof-read her work, I underlined the letter combinations she struggled with, such as \"str\" vs. \"tr\", \"v\" vs. \"w\".\n\nWe decided the best strategy for her was to complete her writing in her fluent method (hand-writing), <b>but</b> to get her to proofread sections where she tends to make mistakes, and correct them after.",
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