diff --git a/checking/acceptable/01.md b/checking/acceptable/01.md
index 38a5046..cca7fd1 100644
--- a/checking/acceptable/01.md
+++ b/checking/acceptable/01.md
@@ -3,9 +3,9 @@
 
 As you read the new translation, ask yourself these questions. These are questions that will help determine whether or not the translation has been done in a style that is acceptable to the language community: 
 
-  1. Is the translation written in a way that can be understood easily by both young and old members of the language community? (Whenever someone speaks, they can change their choice of words for either a younger or an older audience. Is this translation done using words that communicate well to both young and old people?
-  1. Is the style of this translation more formal or informal? (Is the manner of speaking the way that the local community prefers, or should it be more or less formal?)
-  1. Does the translation use too many words that were borrowed from another language, or are these words acceptable to the language community? 
-  1. Did the writer use an appropriate form of the language acceptable to the wider language community? (Is the writer familiar with the dialects of your language found throughout the area? Did the writer use a form of the language that all of the language community understands well, or did he use a form that is used in only a small area?
+1. Is the translation written in a way that can be understood easily by both young and old members of the language community? (Whenever someone speaks, they can change their choice of words for either a younger or an older audience. Is this translation done using words that communicate well to both young and old people?
+1. Is the style of this translation more formal or informal? (Is the manner of speaking the way that the local community prefers, or should it be more or less formal?)
+1. Does the translation use too many words that were borrowed from another language, or are these words acceptable to the language community? 
+1. Did the writer use an appropriate form of the language acceptable to the wider language community? (Is the writer familiar with the dialects of your language found throughout the area? Did the writer use a form of the language that all of the language community understands well, or did he use a form that is used in only a small area?
 
 If there is a place where the translation uses language in the wrong style, make a note of that so that you can discuss it with the translation team.
\ No newline at end of file
diff --git a/checking/accuracy-check/01.md b/checking/accuracy-check/01.md
index e4cd86c..ec313c2 100644
--- a/checking/accuracy-check/01.md
+++ b/checking/accuracy-check/01.md
@@ -17,9 +17,9 @@ The people doing the checking should follow these steps:
 
 1. Each of the checkers should read the translation (or listen to the recording) by himself, comparing it to the original Bible passage or story in the language of wider communication. It can be helpful for the translator to read the translation out loud to the checker while the checker follows along looking at the source Bible or Bibles. As the checker reads (or listens to) the translation and compares it to the source, he should keep in mind these general questions:
 
-  * Does the translation add anything to the original meaning? (The original meaning also includes [Implicit Information](../../translate/figs-explicit/01.md).)
-  * Is there any part of the meaning that is left out of the translation?
-  * Has the translation changed the meaning in any way?
+    * Does the translation add anything to the original meaning? (The original meaning also includes [Implicit Information](../../translate/figs-explicit/01.md).)
+    * Is there any part of the meaning that is left out of the translation?
+    * Has the translation changed the meaning in any way?
 
 1. The checker should make notes where he thinks there might be a problem or something to be improved. Each checker will discuss these notes with the translation team.
 
@@ -35,9 +35,10 @@ The people doing the checking should follow these steps:
 
 These questions can also be helpful for finding anything that might be inaccurate in the translation:
 
-  * Was everything that was mentioned in the source language translation also mentioned in the flow of the new (local) translation? 
-  * Did the meaning of the new translation follow the message (not necessarily the wording) of the source translation? (Sometimes if the arrangement of words or the order of ideas is different than in the source translation, it sounds better that way and is still accurate.)
-  * Were the people introduced in each story doing the same things as those mentioned in the source language translation? (Was it easy to see who was doing the events of the new translation when it was compared to the source language?)
-  * Are there translationWords used in the new translation that do not match your understanding of the words in the source version? Think about things like this: How do your people talk about a priest (one who sacrifices to God) or a temple (the sacrifice place of the Jews) without using a word borrowed from the source language?
-  * Are the phrases used in the new translation helpful in understanding the more difficult phrases of the source translation? (Are the phrases of the new translation put together in a way that brings better understanding and still fit with the meaning of the source language translation?)
-  * Another way to determine if the text is accurate is to ask comprehension questions about the translation, such as, "who did what, when, where, how, and why." There are questions that have already been prepared to help with this. (To view the translationQuestions go to http://ufw.io/tq/.) The answers to those questions should be the same as the answers to those questions about the source language translation. If they are not, there is a problem in the translation.
\ No newline at end of file
+* Was everything that was mentioned in the source language translation also mentioned in the flow of the new (local) translation? 
+* Did the meaning of the new translation follow the message (not necessarily the wording) of the source translation? (Sometimes if the arrangement of words or the order of ideas is different than in the source translation, it sounds better that way and is still accurate.)
+* Were the people introduced in each story doing the same things as those mentioned in the source language translation? (Was it easy to see who was doing the events of the new translation when it was compared to the source language?)
+* Are there translationWords used in the new translation that do not match your understanding of the words in the source version? Think about things like this: How do your people talk about a priest (one who sacrifices to God) or a temple (the sacrifice place of the Jews) without using a word borrowed from the source language?
+* Are the phrases used in the new translation helpful in understanding the more difficult phrases of the source translation? (Are the phrases of the new translation put together in a way that brings better understanding and still fit with the meaning of the source language translation?)
+* Another way to determine if the text is accurate is to ask comprehension questions about the translation, such as, "who did what, when, where, how, and why." There are questions that have already been prepared to help with this. (To view the translationQuestions go to http://ufw.io/tq/.) The answers to those questions should be the same as the answers to those questions about the source language translation. If they are not, there is a problem in the translation.
+
diff --git a/checking/alphabet/01.md b/checking/alphabet/01.md
index 1091891..9d99a84 100644
--- a/checking/alphabet/01.md
+++ b/checking/alphabet/01.md
@@ -3,8 +3,8 @@
 
 As you read the translation, ask yourself these questions about the way words are spelled. These questions will help to determine if an appropriate alphabet has been chosen to represent the sounds of the language and if words have been written in a consistent way so that the translation will be easy to read. 
 
-  1. Is the alphabet suitable to represent the sounds of the language of the new translation? (Are there any sounds that make a difference in meaning but have to use the same symbol as another sound? Does this make the words hard to read? Can additional marks be used to adjust these letters and show the differences?)
-  1. Is the spelling used in the book consistent? (Are there rules that the writer should follow to show how words change in different situations? Can they be described so others will know how to read and write the language easily?)
-  1. Has the translator used expressions, phrases, connectors, and spellings that will be recognized by most of the language community?
+1. Is the alphabet suitable to represent the sounds of the language of the new translation? (Are there any sounds that make a difference in meaning but have to use the same symbol as another sound? Does this make the words hard to read? Can additional marks be used to adjust these letters and show the differences?)
+1. Is the spelling used in the book consistent? (Are there rules that the writer should follow to show how words change in different situations? Can they be described so others will know how to read and write the language easily?)
+1. Has the translator used expressions, phrases, connectors, and spellings that will be recognized by most of the language community?
 
 If there is something about the alphabet or spelling that is not right, make a note of that so that you can discuss it with the translation team.
\ No newline at end of file
diff --git a/checking/authority-process/01.md b/checking/authority-process/01.md
index d330326..2b27515 100644
--- a/checking/authority-process/01.md
+++ b/checking/authority-process/01.md
@@ -5,8 +5,8 @@ The Church in each people group has the authority to decide for themselves what
 
 This model proposes a three-tiered approach to affirming the quality of a translation, designed to reflect three general levels of Church authority within a people group:
 
-  * [Authority Level 1](../authority-level1/01.md): Determined by the Church-based translation team
-  * [Authority Level 2](../authority-level2/01.md): Determined by the agreement of pastors/elders who are members of different Church networks in the language group, and tested with the language community
-  * [Authority Level 3](../authority-level3/01.md): Determined by the leadership of Church networks with a presence in the people group that speaks the language
+* [Authority Level 1](../authority-level1/01.md): Determined by the Church-based translation team
+* [Authority Level 2](../authority-level2/01.md): Determined by the agreement of pastors/elders who are members of different Church networks in the language group, and tested with the language community
+* [Authority Level 3](../authority-level3/01.md): Determined by the leadership of Church networks with a presence in the people group that speaks the language
 
 The process for checking a translation will be described in the modules under the heading "Checking Process."
\ No newline at end of file
diff --git a/checking/church-leader-check/01.md b/checking/church-leader-check/01.md
index c36ae2b..29fb5f2 100644
--- a/checking/church-leader-check/01.md
+++ b/checking/church-leader-check/01.md
@@ -5,11 +5,12 @@ After the translation has been checked by community members for clarity, it will
 
 These reviewers should follow these steps:
 
-  1. Read the [Translation Guidelines](../../intro/translation-guidelines/01.md) to make sure that the translation is in agreement with both of those as they review the translation.
-  1. Answer the questions about the translator or translation team that are located at [Translator Qualifications](../../translate/qualifications/01.md).
-  1. Verify that the translation has been done in a style that is acceptable to the intended audience by asking the questions at [Acceptable Style](../acceptable/01.md).
-  1. Verify that the translation accurately communicates the meaning of the source text by following the guidelines at [Accuracy Check](../accuracy-check/01.md).
-  1. Verify that the translation is complete by following the guidelines at [Complete Translation](../complete/01.md).
-  1. After you have reviewed several chapters or one book of the Bible, meet with the translation team and ask about each problem. Discuss with the translation team how they might adjust the translation in order to fix the problems. Make plans to meet again with the translation team at a later time, after they have had time to adjust the translation and test it with the community.
-  1. Meet again with the translation team to verify that they have fixed the problems.
-  1. Affirm that the translation is good. See [Level 2 Affirmation](../good/01.md) to do that on the Level Two Affirmation page.
\ No newline at end of file
+1. Read the [Translation Guidelines](../../intro/translation-guidelines/01.md) to make sure that the translation is in agreement with both of those as they review the translation.
+1. Answer the questions about the translator or translation team that are located at [Translator Qualifications](../../translate/qualifications/01.md).
+1. Verify that the translation has been done in a style that is acceptable to the intended audience by asking the questions at [Acceptable Style](../acceptable/01.md).
+1. Verify that the translation accurately communicates the meaning of the source text by following the guidelines at [Accuracy Check](../accuracy-check/01.md).
+1. Verify that the translation is complete by following the guidelines at [Complete Translation](../complete/01.md).
+1. After you have reviewed several chapters or one book of the Bible, meet with the translation team and ask about each problem. Discuss with the translation team how they might adjust the translation in order to fix the problems. Make plans to meet again with the translation team at a later time, after they have had time to adjust the translation and test it with the community.
+1. Meet again with the translation team to verify that they have fixed the problems.
+1. Affirm that the translation is good. See [Level 2 Affirmation](../good/01.md) to do that on the Level Two Affirmation page.
+
diff --git a/checking/clear/01.md b/checking/clear/01.md
index ea7388e..72439b6 100644
--- a/checking/clear/01.md
+++ b/checking/clear/01.md
@@ -3,11 +3,12 @@
 
 Ask yourself questions like the following as you read the translation to see if the translated message is clear. For this section of testing, do not compare the new translation with the source language translation. If there is a problem at any place, make a note of it so that you can discuss the problem with the translation team at a later time. 
 
-  1. Do the words and phrases of the translation make the message understandable? (Are the words confusing, or do they tell you plainly what the translator means?)
-  1. Do your community members use the words and expressions found in the translation, or has the translator borrowed many words from the national language? (Is this the way your people talk when they want to say important things in your language?)
-  1. Can you read the text easily and understand what the writer might say next? (Is the translator using a good style of telling the story? Is he telling things in a way that makes sense, so that each section fits with what came before and what comes after?)
+1. Do the words and phrases of the translation make the message understandable? (Are the words confusing, or do they tell you plainly what the translator means?)
+1. Do your community members use the words and expressions found in the translation, or has the translator borrowed many words from the national language? (Is this the way your people talk when they want to say important things in your language?)
+1. Can you read the text easily and understand what the writer might say next? (Is the translator using a good style of telling the story? Is he telling things in a way that makes sense, so that each section fits with what came before and what comes after?)
 
 Additional help: 
 
-  * One way to determine if the text is clear is to read a few verses at a time out loud and ask someone listening to retell the story after each section. If the person can easily restate your message, then the writing is clear. 
-  * If there is a place where the translation is not clear, make a note of that so that you can discuss it with the translation team.
\ No newline at end of file
+* One way to determine if the text is clear is to read a few verses at a time out loud and ask someone listening to retell the story after each section. If the person can easily restate your message, then the writing is clear. 
+* If there is a place where the translation is not clear, make a note of that so that you can discuss it with the translation team.
+
diff --git a/checking/community-evaluation/01.md b/checking/community-evaluation/01.md
index 1f3bd62..6bbe1aa 100644
--- a/checking/community-evaluation/01.md
+++ b/checking/community-evaluation/01.md
@@ -1,23 +1,26 @@
 
 We, the members of the translation team, affirm that we have checked the translation with members of the language community. 
 
-  * We have checked the translation with old people and young people, and with men and women.
-  * We used the translationQuestions when we checked the translation with the community.
-  * We corrected the translation to make it clearer and easier to understand in the places where the community members did not understand it well.
+* We have checked the translation with old people and young people, and with men and women.
+* We used the translationQuestions when we checked the translation with the community.
+* We corrected the translation to make it clearer and easier to understand in the places where the community members did not understand it well.
 
 Please also answer the following questions. The answers to these questions will help those in the wider Christian community know that the target language community finds the translation to be clear, accurate, and natural. 
 
-  * List a few passages where the community feedback was helpful. How did you change these passages to make them clearer?
+* List a few passages where the community feedback was helpful. How did you change these passages to make them clearer?
+
 <br>
 <br>
 <br>
 
-  * Write an explanation for some of the Important Terms, explaining how they are equal to terms used in the source language. This will help the checkers understand why you chose these terms.
+* Write an explanation for some of the Important Terms, explaining how they are equal to terms used in the source language. This will help the checkers understand why you chose these terms.
+
 <br>
 <br>
 <br>
 
-  * Does the community verify that there is a good flow to the language when the passages are read out loud? (Does the language sound like the writer was a person from your own community?)
+* Does the community verify that there is a good flow to the language when the passages are read out loud? (Does the language sound like the writer was a person from your own community?)
+
 <br>
 <br>
 <br>
diff --git a/checking/complete/01.md b/checking/complete/01.md
index 931a7e9..dc6e176 100644
--- a/checking/complete/01.md
+++ b/checking/complete/01.md
@@ -3,8 +3,8 @@
 
 The purpose of this section is to make sure that the translation is complete. In this section, the new translation must be compared to the source translation. As you compare the two translations, ask yourself these questions: 
 
-  1. Is the translation missing any of its parts? In other words, does the translation include all the events of the book that was translated?
-  1. Does the translation include all the verses of the book that was translated? (When you look at the verse numbering of the source language translation, are all of the verses included in the target language translation?) Sometimes there are differences in verse numbering between translations. For example, in some translations some verses are grouped together or sometimes certain verses are put in footnotes. Even though there may be these kinds of differences between the source translation and the target translation, the target translation is still considered to be complete.
-  1. Are there places in the translation where something seems to be left out, or there seems to be a different message than is found in the source language translation? (The wording and the order can be different, but the language that the translator used should give the same message as the source language translation.)
+1. Is the translation missing any of its parts? In other words, does the translation include all the events of the book that was translated?
+1. Does the translation include all the verses of the book that was translated? (When you look at the verse numbering of the source language translation, are all of the verses included in the target language translation?) Sometimes there are differences in verse numbering between translations. For example, in some translations some verses are grouped together or sometimes certain verses are put in footnotes. Even though there may be these kinds of differences between the source translation and the target translation, the target translation is still considered to be complete.
+1. Are there places in the translation where something seems to be left out, or there seems to be a different message than is found in the source language translation? (The wording and the order can be different, but the language that the translator used should give the same message as the source language translation.)
 
 If there is a place where the translation is not complete, make a note of that so that you can discuss it with the translation team.
\ No newline at end of file
diff --git a/checking/formatting/01.md b/checking/formatting/01.md
index a22a86c..861602a 100644
--- a/checking/formatting/01.md
+++ b/checking/formatting/01.md
@@ -5,9 +5,9 @@ There are checks that you can do before, during, and after translation of a book
 
 The translation team should make decisions about the following issues before you start to translate.
 
-  1. Alphabet (see [Appropriate Alphabet](../alphabet/01.md))
-  1. Spelling (see [Consistent Spelling](../spelling/01.md))
-  1. Punctuation (see [Consistent Punctuation](../punctuation/01.md))
+1. Alphabet (see [Appropriate Alphabet](../alphabet/01.md))
+1. Spelling (see [Consistent Spelling](../spelling/01.md))
+1. Punctuation (see [Consistent Punctuation](../punctuation/01.md))
 
 ### While Translating
 
@@ -17,5 +17,6 @@ After you have translated several chapters, the translation team may need to rev
 
 After finishing a book, you can check to make sure that all the verses are there, and you can decide on section headings. It is also helpful to write down ideas for section headings as you translate.
 
-  1. Versification (see [Complete Versification](../verses/01.md))
-  1. Section Headings (see [Section Headings](../headings/01.md))
\ No newline at end of file
+1. Versification (see [Complete Versification](../verses/01.md))
+1. Section Headings (see [Section Headings](../headings/01.md))
+
diff --git a/checking/good/01.md b/checking/good/01.md
index d2f878e..00db11b 100644
--- a/checking/good/01.md
+++ b/checking/good/01.md
@@ -3,26 +3,27 @@
 
 We, as church leaders in our language community, affirm the following: 
 
-  1. The translation conforms to the Statement of Faith and Translation Guidelines.
-  1. The translation is accurate and clear in the target language.
-  1. The translation uses an acceptable style of the language.
-  1. The translation uses an appropriate alphabet and system of spelling.
-  1. The community approves of the translation.
-  1. The community evaluation form has been completed.
+1. The translation conforms to the Statement of Faith and Translation Guidelines.
+1. The translation is accurate and clear in the target language.
+1. The translation uses an acceptable style of the language.
+1. The translation uses an appropriate alphabet and system of spelling.
+1. The community approves of the translation.
+1. The community evaluation form has been completed.
 
 If there are any remaining problems, make a note of them here for the attention of the Level Three Checkers. 
 
 Names and positions of the level 2 checkers:
 
-  * Name:
+* Name:
     * Position:
-  * Name:
+* Name:
     * Position:
-  * Name:
+* Name:
     * Position:
-  * Name:
+* Name:
     * Position:
-  * Name:
+* Name:
     * Position:
-  * Name:
-    * Position:
\ No newline at end of file
+* Name:
+    * Position:
+
diff --git a/checking/headings/01.md b/checking/headings/01.md
index 33deb40..bbfd0c9 100644
--- a/checking/headings/01.md
+++ b/checking/headings/01.md
@@ -11,10 +11,10 @@ If you have decided to use section headings, then you will need to decide which
 
 There are many different kinds of section headings. Here are some different kinds, with examples of how each one would look for Mark 2:1-12: 
 
-  * Summary statement: "By healing a paralyzed man, Jesus demonstrated his authority to forgive sins as well as to heal." This tries to summarize the main point of the section, and so it gives the most information in a full sentence.
-  * Explanatory comment: "Jesus heals a paralyzed man." This is also a full sentence, but gives just enough information to remind the reader which section follows.
-  * Topical reference: "Cure of a paralytic." This tries to be very short, only giving a label of a few words. This might save space, but it is probably only useful for people who already know the Bible well.
-  * Question: "Does Jesus have authority to heal and forgive sins?" This one creates a question that the information in the section answers. People who have a lot of questions about the Bible may find this especially helpful.
-  * "About" comment: "About Jesus healing a paralyzed man." This one makes it explicit that it is trying to tell you what the section is about. This may be the one that makes it easiest to see that the heading is not a part of the words of scripture.
+* Summary statement: "By healing a paralyzed man, Jesus demonstrated his authority to forgive sins as well as to heal." This tries to summarize the main point of the section, and so it gives the most information in a full sentence.
+* Explanatory comment: "Jesus heals a paralyzed man." This is also a full sentence, but gives just enough information to remind the reader which section follows.
+* Topical reference: "Cure of a paralytic." This tries to be very short, only giving a label of a few words. This might save space, but it is probably only useful for people who already know the Bible well.
+* Question: "Does Jesus have authority to heal and forgive sins?" This one creates a question that the information in the section answers. People who have a lot of questions about the Bible may find this especially helpful.
+* "About" comment: "About Jesus healing a paralyzed man." This one makes it explicit that it is trying to tell you what the section is about. This may be the one that makes it easiest to see that the heading is not a part of the words of scripture.
 
 As you can see, it is possible to make many different kinds of section headings, but they all have the same purpose. They all give the reader information about the main topic of the section of the Bible that follows. Some are shorter, and some are longer. Some give just a little information, and some give more. You may want to experiment with the different kinds, and ask people which kind they think is most helpful for them.
\ No newline at end of file
diff --git a/checking/important-term-check/01.md b/checking/important-term-check/01.md
index 982c6d9..974f008 100644
--- a/checking/important-term-check/01.md
+++ b/checking/important-term-check/01.md
@@ -1,7 +1,8 @@
 
 ### How to do a translationWord Check
 
-  * Make a list of the translationWords in the story or Bible passage that you translate, along with the term that you choose for it in the target language. It is best if you can do this on a chart so that you can list the source word or phrase in one column and the target word or phrase in another column. Further columns could list equivalent terms in other languages and the references where these terms occur in the Bible. Make sure that everyone translating Bible books that use these terms has access to the chart so that you can all use the same words or phrases in your translation.
-  * Use the list of words and definitions in the translationWords section of Door43 or translationStudio to help you to make a list of these words and to understand what they mean.
-  * Each time the translationWord occurs in the source text, make sure that the term you have chosen for the translation still makes sense in that context. If it does not, discuss the problem with others on the translation team and try to find a solution together. You may need to use a different term, or you may need to use more than one term for the different contexts, or you may need to find another way to communicate the translationWord that includes all of the meanings, such as using a longer phrase.
-  * When you have decided that you need to use different target language words or phrases to translate one source language translationWord in different contexts, then make a new line on the chart for each different way that you are translating the source translationWord. Repeat the source term in the source column, and put the new translation in the next column, under the first translation. Share this chart with everyone on the translation team so that they can choose the right translation for the source translationWord in the context that they are translating.
\ No newline at end of file
+* Make a list of the translationWords in the story or Bible passage that you translate, along with the term that you choose for it in the target language. It is best if you can do this on a chart so that you can list the source word or phrase in one column and the target word or phrase in another column. Further columns could list equivalent terms in other languages and the references where these terms occur in the Bible. Make sure that everyone translating Bible books that use these terms has access to the chart so that you can all use the same words or phrases in your translation.
+* Use the list of words and definitions in the translationWords section of Door43 or translationStudio to help you to make a list of these words and to understand what they mean.
+* Each time the translationWord occurs in the source text, make sure that the term you have chosen for the translation still makes sense in that context. If it does not, discuss the problem with others on the translation team and try to find a solution together. You may need to use a different term, or you may need to use more than one term for the different contexts, or you may need to find another way to communicate the translationWord that includes all of the meanings, such as using a longer phrase.
+* When you have decided that you need to use different target language words or phrases to translate one source language translationWord in different contexts, then make a new line on the chart for each different way that you are translating the source translationWord. Repeat the source term in the source column, and put the new translation in the next column, under the first translation. Share this chart with everyone on the translation team so that they can choose the right translation for the source translationWord in the context that they are translating.
+
diff --git a/checking/intro-checking/01.md b/checking/intro-checking/01.md
index 13bd450..6534361 100644
--- a/checking/intro-checking/01.md
+++ b/checking/intro-checking/01.md
@@ -19,9 +19,9 @@ This checking scale helps to show the extent to which the accuracy and clarity o
 
 There are three checking levels: 
 
-  * [Checking Level One - Affirmation by Translation Team](../level1/01.md) 
-  * [Checking Level Two - Affirmation by Community](../level2/01.md)
-  * [Checking Level Three - Affirmation by Church Leadership](../level3/01.md). 
+* [Checking Level One - Affirmation by Translation Team](../level1/01.md) 
+* [Checking Level Two - Affirmation by Community](../level2/01.md)
+* [Checking Level Three - Affirmation by Church Leadership](../level3/01.md). 
 
 Any translation that has not yet been checked to Level One is considered to have not been checked and is assigned no checking status.
 
diff --git a/checking/intro-levels/01.md b/checking/intro-levels/01.md
index bf5c636..2898147 100644
--- a/checking/intro-levels/01.md
+++ b/checking/intro-levels/01.md
@@ -3,10 +3,10 @@
 
 Here are some important tips to remember when working with Checking Levels:
 
-  * Only translations that have reached Checking Level One or higher will be made available on the unfoldingWord website and the unfoldingWord mobile app. (see http://ufw.io/content/)
-  * Only translations that have reached Checking Level Three will be approved as source texts for other translations.
-  * When a checking level has been completed and all appropriate edits have been made to the translation on door43, the checkers will inform unfoldingWord of the details of the check, including who did the checking and their title or qualifications as a translation checker. unfoldingWord will then harvest a copy of what is on door43, digitally publish a static copy of it on the unfoldingWord website (see https://unfoldingword.org ) and make it available on the unfoldingWord mobile app. A print-ready PDF will also be produced and made available for download. It will continue to be possible to change the checked version on door43, allowing for future checking and editing.
-  * For *Open Bible Stories* projects: Only *Open Bible Stories* translations that have been made from version 3.0 or higher of the English source text are eligible to be checked to Level One (or higher). Translations made from versions before 3.0 must be updated before proceeding with Checking Levels. (see [Source Texts and Version Numbers](../../translate/translate-source-version/01.md))
+* Only translations that have reached Checking Level One or higher will be made available on the unfoldingWord website and the unfoldingWord mobile app. (see http://ufw.io/content/)
+* Only translations that have reached Checking Level Three will be approved as source texts for other translations.
+* When a checking level has been completed and all appropriate edits have been made to the translation on door43, the checkers will inform unfoldingWord of the details of the check, including who did the checking and their title or qualifications as a translation checker. unfoldingWord will then harvest a copy of what is on door43, digitally publish a static copy of it on the unfoldingWord website (see https://unfoldingword.org ) and make it available on the unfoldingWord mobile app. A print-ready PDF will also be produced and made available for download. It will continue to be possible to change the checked version on door43, allowing for future checking and editing.
+* For *Open Bible Stories* projects: Only *Open Bible Stories* translations that have been made from version 3.0 or higher of the English source text are eligible to be checked to Level One (or higher). Translations made from versions before 3.0 must be updated before proceeding with Checking Levels. (see [Source Texts and Version Numbers](../../translate/translate-source-version/01.md))
 
 ### The Checking Levels
 
@@ -14,9 +14,9 @@ The strategy for quality assurance of unfoldingWord content, including *Open Bib
 
 The three-level checking scale we use is dependent on the unfoldingWord [Translation Guidelines](../../intro/translation-guidelines/01.md). All translated content is compared against the theology of the Statement of Faith and against the procedures and methodologies of the Translation Guidelines. With these documents forming the foundation, these are the three levels of checking used in the unfoldingWord project:
 
-  * [Checking Level One - Affirmation by Translation Team](../level1/01.md)
-  * [Checking Level Two - Affirmation by Community](../level2/01.md)
-  * [Checking Level Three - Affirmation by Church Leadership](../level3/01.md)
+* [Checking Level One - Affirmation by Translation Team](../level1/01.md)
+* [Checking Level Two - Affirmation by Community](../level2/01.md)
+* [Checking Level Three - Affirmation by Church Leadership](../level3/01.md)
 
 ### Checking the Checkers
 
diff --git a/checking/language-community-check/01.md b/checking/language-community-check/01.md
index 89d4b5f..7daa302 100644
--- a/checking/language-community-check/01.md
+++ b/checking/language-community-check/01.md
@@ -23,4 +23,5 @@ To use these questions, follow these steps:
 
 7. Repeat this process with each story or Bible chapter until members of the language community can answer the questions well, showing that the translation is communicating the right information clearly. The translation is ready for the church check of level 2 when language community members who have not heard the translation before can answer the questions correctly.
 
-8. Go to the Community Evaluation page and answer the questions there. (see [Language Community Evaluation Questions](../community-evaluation/01.md))
\ No newline at end of file
+8. Go to the Community Evaluation page and answer the questions there. (see [Language Community Evaluation Questions](../community-evaluation/01.md))
+
diff --git a/checking/level1-affirm/01.md b/checking/level1-affirm/01.md
index 9cb4a9f..4f46b2a 100644
--- a/checking/level1-affirm/01.md
+++ b/checking/level1-affirm/01.md
@@ -3,21 +3,22 @@
 
 We, the members of the translation team, affirm that we have completed the steps below for level 1 checking:
 
-  * Initial study of the text, using: 
+* Initial study of the text, using: 
     * The translationNotes 
     * The definitions of translationWords
-  * Individual blind drafting
-  * Individual self check
-  * Peer check
-  * Key word check as a team
-  * Verse-by-verse accuracy check as a team
-  * Final editing, including everything learned from the earlier editing sessions, the translationNotes, and the definitions of translationWords
+* Individual blind drafting
+* Individual self check
+* Peer check
+* Key word check as a team
+* Verse-by-verse accuracy check as a team
+* Final editing, including everything learned from the earlier editing sessions, the translationNotes, and the definitions of translationWords
 
 Names of translation team members:
 
-  * Name or pseudonym: 
-  * Name or pseudonym: 
-  * Name or pseudonym: 
-  * Name or pseudonym: 
-  * Name or pseudonym: 
-  * Name or pseudonym:
\ No newline at end of file
+* Name or pseudonym: 
+* Name or pseudonym: 
+* Name or pseudonym: 
+* Name or pseudonym: 
+* Name or pseudonym: 
+* Name or pseudonym:
+
diff --git a/checking/level1/01.md b/checking/level1/01.md
index 787df00..ce143f3 100644
--- a/checking/level1/01.md
+++ b/checking/level1/01.md
@@ -9,14 +9,14 @@ For the purposes of the unfoldingWord project, translations of Bible texts and b
 
 These are the steps that the translation team must follow in order to achieve Checking Level One:
 
-  1. **Contact.**  Make contact with at least one element of the unfoldingWord network, notifying unfoldingWord that you intend to begin translation. To get information about how to do that, see [Finding Answers](../../intro/finding-answers/01.md)
-  1. **Review.**  Review the [Translation Guidelines](../../intro/translation-guidelines/01.md).
-  1. **Agree.**  Agree that the Statement of Faith is an accurate reflection of your own beliefs and that you intend to translate the content in harmony with it and also in accordance with the Translation Guidelines by signing the form. (see http://ufw.io/forms/)
-  1. **Draft.**  Make a draft translation of some portions of the text. For instructions on how to make a draft translation, see [First Draft](../../translate/first-draft/01.md)
-  1. **Self Check**. For instructions on how to do a Self Check of your draft translation, see [Self Check](../self-check/01.md).
-  1. **Peer Check**. For instructions on how to do a Peer Check of your draft translation, see [Peer Check](../peer-check/01.md).
-  1. **translationWord Check**. For instructions on how to do an translationWord Check of your draft translation, see [translationWord Check](../important-term-check/01.md).
-  1. **Accuracy Check**. For instructions on how to do an Accuracy Check of your draft translation, see [Accuracy Check](../accuracy-check/01.md).
-  1. **Affirmation**. Affirm that you, as a translation team or individual, have made full use of the translationNotes, the definitions of translationWords, and the other exegetical and translation checking resources in the translation process, and that you have followed the steps for checking under Level One. 
+1. **Contact.**  Make contact with at least one element of the unfoldingWord network, notifying unfoldingWord that you intend to begin translation. To get information about how to do that, see [Finding Answers](../../intro/finding-answers/01.md)
+1. **Review.**  Review the [Translation Guidelines](../../intro/translation-guidelines/01.md).
+1. **Agree.**  Agree that the Statement of Faith is an accurate reflection of your own beliefs and that you intend to translate the content in harmony with it and also in accordance with the Translation Guidelines by signing the form. (see http://ufw.io/forms/)
+1. **Draft.**  Make a draft translation of some portions of the text. For instructions on how to make a draft translation, see [First Draft](../../translate/first-draft/01.md)
+1. **Self Check**. For instructions on how to do a Self Check of your draft translation, see [Self Check](../self-check/01.md).
+1. **Peer Check**. For instructions on how to do a Peer Check of your draft translation, see [Peer Check](../peer-check/01.md).
+1. **translationWord Check**. For instructions on how to do an translationWord Check of your draft translation, see [translationWord Check](../important-term-check/01.md).
+1. **Accuracy Check**. For instructions on how to do an Accuracy Check of your draft translation, see [Accuracy Check](../accuracy-check/01.md).
+1. **Affirmation**. Affirm that you, as a translation team or individual, have made full use of the translationNotes, the definitions of translationWords, and the other exegetical and translation checking resources in the translation process, and that you have followed the steps for checking under Level One. 
 
 (For instructions on how to affirm completion of Level One, see [Level 1 Affirmation](../level1-affirm/01.md).)
\ No newline at end of file
diff --git a/checking/level2/01.md b/checking/level2/01.md
index 15fcf41..9b07677 100644
--- a/checking/level2/01.md
+++ b/checking/level2/01.md
@@ -5,7 +5,7 @@ The purpose of Level Two checking is to verify that representative groups from t
 
 Level Two checking will be done in two ways:
 
-  1. **Language Community Check**. The translation will be checked by members of the language community to make sure that it is clear, natural, and understandable. For the steps to follow to do the Language Community Check, see [Language Community Check](../language-community-check/01.md).
-  1. **Church Leader Check**. The translation will be checked by a group of church leaders from the language community to make sure that it is accurate. For the steps to follow to do the Church Leader Check, see [Church Leader Check](../church-leader-check/01.md).
+1. **Language Community Check**. The translation will be checked by members of the language community to make sure that it is clear, natural, and understandable. For the steps to follow to do the Language Community Check, see [Language Community Check](../language-community-check/01.md).
+1. **Church Leader Check**. The translation will be checked by a group of church leaders from the language community to make sure that it is accurate. For the steps to follow to do the Church Leader Check, see [Church Leader Check](../church-leader-check/01.md).
 
 Once this has been done, this work needs to be affirmed (see [Level 2 Affirmation](../good/01.md)).
\ No newline at end of file
diff --git a/checking/level3-approval/01.md b/checking/level3-approval/01.md
index 510b58f..59f4f23 100644
--- a/checking/level3-approval/01.md
+++ b/checking/level3-approval/01.md
@@ -3,10 +3,10 @@
 
 I, as a representative of the *<u>fill in name of church network or Bible translation organization</u>* Church Network or Bible translation organization serving the *<u>fill in the name of the language community</u>* language community, approve of the translation, and affirm the following:
 
-  1. The translation conforms to the Statement of Faith and Translation Guidelines.
-  1. The translation is accurate and clear in the target language.
-  1. The translation uses an acceptable style of the language.
-  1. The community approves of the translation.
+1. The translation conforms to the Statement of Faith and Translation Guidelines.
+1. The translation is accurate and clear in the target language.
+1. The translation uses an acceptable style of the language.
+1. The community approves of the translation.
 
 If any problems remain unresolved after meeting with the translation team a second time, please make note of them here.
 
diff --git a/checking/level3-questions/01.md b/checking/level3-questions/01.md
index 56feb4f..20886b3 100644
--- a/checking/level3-questions/01.md
+++ b/checking/level3-questions/01.md
@@ -9,25 +9,27 @@ Keep in mind that the goal of the translation team is to express the meaning of
 
 Also keep in mind that the translators may have included information that the original audience would have understood from the original message, but that the original author did not state explicitly. When this information is necessary for the target audience to understand the text, it is good to include it explicitly. For more about this, see [Implicit and Explicit Information](../../translate/figs-explicit/01.md).
 
-  1. Does the translation conform to the Statement of Faith and Translation Guidelines?
-  1. Did the translation team show a good understanding of the source language as well as the target language and culture?
-  1. Does the language community affirm that the translation speaks in a clear and natural way in their language?
-  1. Which of the following translation styles did the translators appear to follow?
-      1. word-by-word translation, staying very close to the form of the source translation
-      1. phrase by phrase translation, using natural language phrase structures
-      1. meaning-focused translation, aiming for a freedom of local language expression
-  1. Do the community leaders feel that the style that the translators followed (as identified in question 4) is appropriate for the community?
-  1. Do the community leaders feel that the dialect that the translators used is the best one to communicate to the wider language community? For example, have the translators used expressions, phrase connectors, and spellings that will be recognized by most people in the language community?
-  1. As you read the translation, think about cultural issues in the local community that might make some passages in the book difficult to translate. Has the translation team translated these passages in a way that makes the message of the source text clear, and avoids any misunderstanding that people might have because of the cultural issue?
-  1. In these difficult passages, do the community leaders feel that the translator has used language that communicates the same message that is in the source text?
-  1. In your judgment, does the translation communicate the same message as the source text? If any part of the translation causes you to answer "no," please answer the second group of questions below.
+1. Does the translation conform to the Statement of Faith and Translation Guidelines?
+1. Did the translation team show a good understanding of the source language as well as the target language and culture?
+1. Does the language community affirm that the translation speaks in a clear and natural way in their language?
+1. Which of the following translation styles did the translators appear to follow?
+
+    1. word-by-word translation, staying very close to the form of the source translation
+    1. phrase by phrase translation, using natural language phrase structures
+    1. meaning-focused translation, aiming for a freedom of local language expression
+
+1. Do the community leaders feel that the style that the translators followed (as identified in question 4) is appropriate for the community?
+1. Do the community leaders feel that the dialect that the translators used is the best one to communicate to the wider language community? For example, have the translators used expressions, phrase connectors, and spellings that will be recognized by most people in the language community?
+1. As you read the translation, think about cultural issues in the local community that might make some passages in the book difficult to translate. Has the translation team translated these passages in a way that makes the message of the source text clear, and avoids any misunderstanding that people might have because of the cultural issue?
+1. In these difficult passages, do the community leaders feel that the translator has used language that communicates the same message that is in the source text?
+1. In your judgment, does the translation communicate the same message as the source text? If any part of the translation causes you to answer "no," please answer the second group of questions below.
 
 If you answer "yes" to any of the questions in this second group, please explain in more detail so that the translation team can know what the specific problem is, what part of the text needs correction, and how you would like them to correct it.
 
-  1. Are there any doctrinal errors in the translation?
-  1. Did you find any areas of the translation that seem to contradict the national language translation or the important matters of faith found in your Christian community?
-  1. Did the translation team add extra information or ideas that were not part of the message in the source text? (Remember, the original message also includes [Implicit Information](../../translate/figs-explicit/01.md).)
-  1. Did the translation team leave out information or ideas that were part of the message in the source text?
+1. Are there any doctrinal errors in the translation?
+1. Did you find any areas of the translation that seem to contradict the national language translation or the important matters of faith found in your Christian community?
+1. Did the translation team add extra information or ideas that were not part of the message in the source text? (Remember, the original message also includes [Implicit Information](../../translate/figs-explicit/01.md).)
+1. Did the translation team leave out information or ideas that were part of the message in the source text?
 
 If there were problems with the translation, make plans to meet with the translation team and resolve these problems. After you meet with them, the translation team may need to check their revised translation with the community leaders to make sure that it still communicates well, and then meet with you again. 
 
diff --git a/checking/other-methods/01.md b/checking/other-methods/01.md
index 834e912..83a2680 100644
--- a/checking/other-methods/01.md
+++ b/checking/other-methods/01.md
@@ -3,12 +3,13 @@
 
 As well as asking questions, there are other checking methods that you may also use to ensure that the translation is easy to read and sounds natural to the listeners. Here are some other methods that you may like to try:
 
-  * **Retell Method**:  You, the translator or tester, can read a few verses and ask someone else to retell what was said. This helps to check the clarity and naturalness of the translation and offers alternate ways of saying the same thing. 
+* **Retell Method**:  You, the translator or tester, can read a few verses and ask someone else to retell what was said. This helps to check the clarity and naturalness of the translation and offers alternate ways of saying the same thing. 
 
-  * **Reading Method**: Someone other than you, the translator or tester, should read a portion of the translation while you take notes where the pauses and mistakes occur. This will show how easy or how difficult it is to read and understand the translation. Look at the places in the translation where the reader paused or made mistakes and consider what part of the translation was difficult. You may need to revise the translation at those points so that it is easier to read and understand.
+* **Reading Method**: Someone other than you, the translator or tester, should read a portion of the translation while you take notes where the pauses and mistakes occur. This will show how easy or how difficult it is to read and understand the translation. Look at the places in the translation where the reader paused or made mistakes and consider what part of the translation was difficult. You may need to revise the translation at those points so that it is easier to read and understand.
 
-  * **Offer Alternate translations**: In areas where you are not sure of the best way to express a word or phrase, ask other people for an alternative translation or offer a choice between two translations and see which alternative translation people think is the most clear. 
+* **Offer Alternate translations**: In areas where you are not sure of the best way to express a word or phrase, ask other people for an alternative translation or offer a choice between two translations and see which alternative translation people think is the most clear. 
 
-  * **Reviewer Input**: Let others whom you respect read your translation. Ask them to take notes and tell you where it might be improved. Look for better word choices, natural expressions, and even spelling adjustments. 
+* **Reviewer Input**: Let others whom you respect read your translation. Ask them to take notes and tell you where it might be improved. Look for better word choices, natural expressions, and even spelling adjustments. 
+
+* **Discussion Groups**: Ask people to read the translation aloud in a group of people and allow them and others to ask questions for clarification. Pay attention to the words they use, since alternate words and expressions come up when someone is trying to make sense of a difficult point, and these alternate words and expressions might be better than the ones in the translation. Pay attention to the places where people do not understand the translation, and work to make those places clearer.
 
-  * **Discussion Groups**: Ask people to read the translation aloud in a group of people and allow them and others to ask questions for clarification. Pay attention to the words they use, since alternate words and expressions come up when someone is trying to make sense of a difficult point, and these alternate words and expressions might be better than the ones in the translation. Pay attention to the places where people do not understand the translation, and work to make those places clearer.
\ No newline at end of file
diff --git a/checking/peer-check/01.md b/checking/peer-check/01.md
index d4b30f8..8224ccd 100644
--- a/checking/peer-check/01.md
+++ b/checking/peer-check/01.md
@@ -1,6 +1,7 @@
 
 ### How to do a Peer Check
 
-   * Give your translation to a member of the translation team who did not work on this passage. Have that person go through all of the same steps of the Self Check, making note of any places that need fixing.
-   * Review the translation together and fix those places.
-   * Read the revised translation out loud to this person and fix anything that does not sound like it is the way that someone from your community would say it.
\ No newline at end of file
+* Give your translation to a member of the translation team who did not work on this passage. Have that person go through all of the same steps of the Self Check, making note of any places that need fixing.
+* Review the translation together and fix those places.
+* Read the revised translation out loud to this person and fix anything that does not sound like it is the way that someone from your community would say it.
+
diff --git a/checking/self-check/01.md b/checking/self-check/01.md
index 59520bf..9ef01f4 100644
--- a/checking/self-check/01.md
+++ b/checking/self-check/01.md
@@ -1,6 +1,7 @@
 
 ### How to do a Self-Check
 
-  * If you have followed the guidelines for making a [First Draft](../../translate/first-draft/01.md) translation, then you made your first translation of a passage by studying the source text, and then you wrote it down while you were not looking at the source text. After you have translated a passage in this way, do a self-check by looking again at the source text and comparing it to your translation. Make sure that it says all the parts of the message of the source text and does not leave out anything. If some part of the message was missing, put it in your translation at the point where it fits best in your language.
-  * If you are translating the Bible, compare your translation with other translations of the same Bible passage. If one of those makes you think of a better way to say something, then revise your translation in that way. If one of those helps you to understand something better than you did before, then change your translation so that it communicates the meaning better.
-  * After these steps, read your translation out loud to yourself. Fix anything that does not sound like it is the way that someone from your community would say it. Sometimes parts of sentences need to be put in a different order.
\ No newline at end of file
+* If you have followed the guidelines for making a [First Draft](../../translate/first-draft/01.md) translation, then you made your first translation of a passage by studying the source text, and then you wrote it down while you were not looking at the source text. After you have translated a passage in this way, do a self-check by looking again at the source text and comparing it to your translation. Make sure that it says all the parts of the message of the source text and does not leave out anything. If some part of the message was missing, put it in your translation at the point where it fits best in your language.
+* If you are translating the Bible, compare your translation with other translations of the same Bible passage. If one of those makes you think of a better way to say something, then revise your translation in that way. If one of those helps you to understand something better than you did before, then change your translation so that it communicates the meaning better.
+* After these steps, read your translation out loud to yourself. Fix anything that does not sound like it is the way that someone from your community would say it. Sometimes parts of sentences need to be put in a different order.
+
diff --git a/checking/verses/01.md b/checking/verses/01.md
index 46e9e0a..10ca45c 100644
--- a/checking/verses/01.md
+++ b/checking/verses/01.md
@@ -3,9 +3,9 @@ It is important that your target language translation include all of the verses
 
 ### Reasons for Missing Verses
 
-  1. **Textual Variants** - There are some verses that many Bible scholars do not believe were original to the Bible, but were added later. Therefore the translators of some Bibles chose to not include those verses, or included them only as footnotes. (For more information about this, see [Textual Variants](../../translate/translate-textvariants/01.md).) Your translation team will need to decide whether you will include these verses or not.
-  1. **Different Numbering** - Some Bibles use a different system of verse numbering than other Bibles. (For more information about this, see [Chapter and Verse Numbers](../../translate/translate-chapverse/01.md).) Your translation team will need to decide which system to use.
-  1. **Verse Bridges** - In some translations of the Bible, the contents of two or more verses are rearranged so that the order of information is more logical or easier to understand. When that happens, the verse numbers are combined, such as 4-5 or 4-6. The UDB does this sometimes, and on rare occasions, also the ULB. Because not all of the verse numbers appear or they do not appear where you expect them to be, it might look like some verses are missing. But the contents of those verses are there. (For more information about this, see [Verse Bridges](../../translate/translate-versebridge/01.md).) Your translation team will need to decide whether to use verse bridges or not.
+1. **Textual Variants** - There are some verses that many Bible scholars do not believe were original to the Bible, but were added later. Therefore the translators of some Bibles chose to not include those verses, or included them only as footnotes. (For more information about this, see [Textual Variants](../../translate/translate-textvariants/01.md).) Your translation team will need to decide whether you will include these verses or not.
+1. **Different Numbering** - Some Bibles use a different system of verse numbering than other Bibles. (For more information about this, see [Chapter and Verse Numbers](../../translate/translate-chapverse/01.md).) Your translation team will need to decide which system to use.
+1. **Verse Bridges** - In some translations of the Bible, the contents of two or more verses are rearranged so that the order of information is more logical or easier to understand. When that happens, the verse numbers are combined, such as 4-5 or 4-6. The UDB does this sometimes, and on rare occasions, also the ULB. Because not all of the verse numbers appear or they do not appear where you expect them to be, it might look like some verses are missing. But the contents of those verses are there. (For more information about this, see [Verse Bridges](../../translate/translate-versebridge/01.md).) Your translation team will need to decide whether to use verse bridges or not.
 
 ### Checking for Missing Verses
 
diff --git a/checking/vol2-backtranslation-who/01.md b/checking/vol2-backtranslation-who/01.md
index 5e0bb59..899ae90 100644
--- a/checking/vol2-backtranslation-who/01.md
+++ b/checking/vol2-backtranslation-who/01.md
@@ -3,6 +3,7 @@
 
 To do a good back translation, the person must have three qualifications.
 
-  1. The person who makes the back translation should be someone who is a mother-tongue speaker of the local target language and who also speaks the language of wider communication well. 
-  1. This person must also be someone who was not involved in making the local target language translation that he is back translating. The reason for this is that someone who made the local target language translation knows what he intended the translation to mean, and will put that meaning in the back translation with the result that it looks the same as the source translation. But it is possible that a speaker of the local target language who did not work on the local target language translation will understand the translation differently, or will not understand parts of it at all. The checker wants to know what these other meanings are that other speakers of the local target language will understand from the translation so that he can work with the translation team to make those places communicate the right meaning more clearly.
-  1. The person who does the back translation should also be someone who does not know the Bible well. The reason for this is that the back translator must give only the meaning that he understands from looking at the target language translation, not from knowledge that he might have from reading the Bible in another language.
\ No newline at end of file
+1. The person who makes the back translation should be someone who is a mother-tongue speaker of the local target language and who also speaks the language of wider communication well. 
+1. This person must also be someone who was not involved in making the local target language translation that he is back translating. The reason for this is that someone who made the local target language translation knows what he intended the translation to mean, and will put that meaning in the back translation with the result that it looks the same as the source translation. But it is possible that a speaker of the local target language who did not work on the local target language translation will understand the translation differently, or will not understand parts of it at all. The checker wants to know what these other meanings are that other speakers of the local target language will understand from the translation so that he can work with the translation team to make those places communicate the right meaning more clearly.
+1. The person who does the back translation should also be someone who does not know the Bible well. The reason for this is that the back translator must give only the meaning that he understands from looking at the target language translation, not from knowledge that he might have from reading the Bible in another language.
+
diff --git a/checking/vol2-steps/01.md b/checking/vol2-steps/01.md
index 1824744..1315c2f 100644
--- a/checking/vol2-steps/01.md
+++ b/checking/vol2-steps/01.md
@@ -3,17 +3,17 @@
 
 #### Before Checking
 
-  1. Find out ahead of time which set of stories or which Bible passage you will be checking.
-  1. Read the passage in several versions in any languages you understand, including the original languages, if possible.
-  1. Read the passage in the ULB and UDB, and read the Notes and translationWords.
-  1. Make note of any parts that you think might be difficult to translate.
-  1. Research these passages in translation helps and commentaries, making notes about what you discover.
+1. Find out ahead of time which set of stories or which Bible passage you will be checking.
+1. Read the passage in several versions in any languages you understand, including the original languages, if possible.
+1. Read the passage in the ULB and UDB, and read the Notes and translationWords.
+1. Make note of any parts that you think might be difficult to translate.
+1. Research these passages in translation helps and commentaries, making notes about what you discover.
 
 #### While Checking
 
-  1. **Ask Questions**. When you see something that you think might be a problem in the translation, do not make a statement to the translator that there is a problem in the translation. If you do not speak the target language, then you do not know if there is a problem or not. You only suspect that there could be a problem. Even if you do speak the target language, it is more polite to ask a question than to make a statement that something is wrong. You could ask something like, "What would you think about saying it this way?" and then suggest an alternative way to translate it. Then together you can discuss the different translation ideas, and you can give reasons why you think one translation alternative might be better than another. Then, after considering the alternatives, the translator or translation team must decide which way is best. 
-  1. **Explore the target language and culture**.  The questions that you ask will be to discover what the phrase means in the target language. The best questions are the ones that help the translator to think about what the phrase means and how it is used. Useful questions are, "In what situations is this phrase used in your language?" or "Who usually says things like this, and why do they say it?" It is also useful to help the translator to think about what a person from his village would say if in the same situation as the person in the Bible. 
-  1. **Teach the translator**. After you explore the meaning of a phrase in the target language and culture, you can tell the translator what the phrase means in the source language and culture. Then together you can decide if the phrase in the translation or the phrase he has just thought of has that same meaning or not.
+1. **Ask Questions**. When you see something that you think might be a problem in the translation, do not make a statement to the translator that there is a problem in the translation. If you do not speak the target language, then you do not know if there is a problem or not. You only suspect that there could be a problem. Even if you do speak the target language, it is more polite to ask a question than to make a statement that something is wrong. You could ask something like, "What would you think about saying it this way?" and then suggest an alternative way to translate it. Then together you can discuss the different translation ideas, and you can give reasons why you think one translation alternative might be better than another. Then, after considering the alternatives, the translator or translation team must decide which way is best. 
+1. **Explore the target language and culture**.  The questions that you ask will be to discover what the phrase means in the target language. The best questions are the ones that help the translator to think about what the phrase means and how it is used. Useful questions are, "In what situations is this phrase used in your language?" or "Who usually says things like this, and why do they say it?" It is also useful to help the translator to think about what a person from his village would say if in the same situation as the person in the Bible. 
+1. **Teach the translator**. After you explore the meaning of a phrase in the target language and culture, you can tell the translator what the phrase means in the source language and culture. Then together you can decide if the phrase in the translation or the phrase he has just thought of has that same meaning or not.
 
 #### Checking the Translation Directly
 
@@ -23,10 +23,10 @@ If you speak the target language, then you can read or hear the translation and
 
 If you do not speak the target language, you will need to work from a back translation in a language that you do understand. This can be written separately from the translation, or it can be written as an interlinear, that is, with a line of back translation written under each line of the translation. It is easier to compare the translation to the back translation when they are written as an interlinear, and it is easier to read a back translation that is written separately. Each method has its own strength. The person who makes the back translation should be someone who was not involved in making the translation.
 
-  1. If possible, review the back translation in written form before meeting with the translator or translation team face-to-face. This will give you time to think about the passage and to do further research on questions that arise because of what the back translation says. It will also save a lot of time when you meet with the translation team, because there will be a lot of text that you do not need to talk about because you read it in the back translation and it did not have problems. When you meet together, you will be much more productive because you can spend all of your time on the problem areas.
-  1. As you work through the back translation, make notes of questions that you want to ask the translator, either for clarification or to help the translator think about possible problems with the translation. 
-  1. Ask the translator for a copy of the translation (if it is not interlinear), so that you can compare the translation with the back translation and make note of the connectors that the target language uses and other features that might not be visible in the back translation. Looking at the translation can also help to identify places where the back translation might not accurately represent the translation. For example, where the same words are used in the translation but they are different in the back translation. In this case, it is good to ask the translator why the back translation is different, and if it needs to be corrected. 
-  1. If you cannot review the back translation before meeting with the translator, then work through it with the translator, discussing questions and problems as you work together. Often, as the back translation is compared to the translation, the translator will also discover problems with the translation.
+1. If possible, review the back translation in written form before meeting with the translator or translation team face-to-face. This will give you time to think about the passage and to do further research on questions that arise because of what the back translation says. It will also save a lot of time when you meet with the translation team, because there will be a lot of text that you do not need to talk about because you read it in the back translation and it did not have problems. When you meet together, you will be much more productive because you can spend all of your time on the problem areas.
+1. As you work through the back translation, make notes of questions that you want to ask the translator, either for clarification or to help the translator think about possible problems with the translation. 
+1. Ask the translator for a copy of the translation (if it is not interlinear), so that you can compare the translation with the back translation and make note of the connectors that the target language uses and other features that might not be visible in the back translation. Looking at the translation can also help to identify places where the back translation might not accurately represent the translation. For example, where the same words are used in the translation but they are different in the back translation. In this case, it is good to ask the translator why the back translation is different, and if it needs to be corrected. 
+1. If you cannot review the back translation before meeting with the translator, then work through it with the translator, discussing questions and problems as you work together. Often, as the back translation is compared to the translation, the translator will also discover problems with the translation.
 
 #### Using an Oral Back Translation
 
@@ -36,8 +36,8 @@ If there is no written back translation, then have someone who knows the target
 
 Some questions will need to be set aside for later, after the checking session. Be sure to plan a time to meet again to discuss the answers to these questions. These will be:
 
-  1. Questions that you or someone else will need to research, usually something about the biblical text that you will need to find out, such as more exact meanings of biblical words or phrases, or the relationship between biblical people or the nature of biblical places.
-  1. Questions to ask other speakers of the target language. These would be to make sure that certain phrases are communicating correctly, or to research the cultural background of certain terms in the target language. These are questions that the translation team may need to ask of people when they return to their community.
+1. Questions that you or someone else will need to research, usually something about the biblical text that you will need to find out, such as more exact meanings of biblical words or phrases, or the relationship between biblical people or the nature of biblical places.
+1. Questions to ask other speakers of the target language. These would be to make sure that certain phrases are communicating correctly, or to research the cultural background of certain terms in the target language. These are questions that the translation team may need to ask of people when they return to their community.
 
 ### Key Words
 
diff --git a/checking/vol2-things-to-check/01.md b/checking/vol2-things-to-check/01.md
index 018ed45..6954ffd 100644
--- a/checking/vol2-things-to-check/01.md
+++ b/checking/vol2-things-to-check/01.md
@@ -2,17 +2,19 @@
 ### Types of things to check
 
 
-  1. Ask about anything that does not seem right to you, so that the translation team can explain it. If it also does not seem right to them, they can adjust the translation. In general:
+1. Ask about anything that does not seem right to you, so that the translation team can explain it. If it also does not seem right to them, they can adjust the translation. In general:
+
     1. Check for anything that appears to be added, that was not a part of the meaning of the source text. (Remember, the original meaning also includes [Implicit Information](../../translate/figs-explicit/01.md).)
     1. Check for anything that appears to be missing, that was a part of the meaning of the source text but was not included in the translation.
     1. Check for any meaning that appears to be different than the meaning of the source text.
-  1. Check to make sure that the main point or the theme of the passage is clear. Ask the translation team to summarize what the passage is saying or teaching. If they choose a minor point as the primary one, they might need to adjust the way that they translated the passage.
-  1. Check that the different parts of the passage are connected in the right way – that the reasons, additions, results, conclusions, etc. in the Bible passage are marked with the proper connectors in the target language.
-  1. Check for the consistency of the translationWords, as explained in the last section of "Steps in Checking a Translation." Ask how each term is used in the culture – who uses the terms, and on what occasions. Also ask what other terms are similar and what the differences are between the similar terms. This helps the translator to see if some terms might have unwanted meanings, and to see which term might be better, or if they might need to use different terms in different contexts.
-  1. Check figures of speech. Where there is a figure of speech in the Bible text, see how it has been translated and make sure it communicates the same meaning. Where there is a figure of speech in the translation, check to make sure it communicates the same meaning as in the Bible text. 
-  1. Check to see how abstract ideas were translated, such as love, forgiveness, joy, etc. Many of these are also Key Words.
-  1. Check the translation of things or practices that might be unknown in the target culture. Showing the translation team pictures of these things and explaining to them what they are is very helpful.
-  1. Discuss the words about the spirit world and how they are understood in the target culture. Make sure that the ones used in the translation communicate the right thing.
-  1. Check anything that you think might be especially difficult to understand or translate in the passage.
+
+1. Check to make sure that the main point or the theme of the passage is clear. Ask the translation team to summarize what the passage is saying or teaching. If they choose a minor point as the primary one, they might need to adjust the way that they translated the passage.
+1. Check that the different parts of the passage are connected in the right way – that the reasons, additions, results, conclusions, etc. in the Bible passage are marked with the proper connectors in the target language.
+1. Check for the consistency of the translationWords, as explained in the last section of "Steps in Checking a Translation." Ask how each term is used in the culture – who uses the terms, and on what occasions. Also ask what other terms are similar and what the differences are between the similar terms. This helps the translator to see if some terms might have unwanted meanings, and to see which term might be better, or if they might need to use different terms in different contexts.
+1. Check figures of speech. Where there is a figure of speech in the Bible text, see how it has been translated and make sure it communicates the same meaning. Where there is a figure of speech in the translation, check to make sure it communicates the same meaning as in the Bible text. 
+1. Check to see how abstract ideas were translated, such as love, forgiveness, joy, etc. Many of these are also Key Words.
+1. Check the translation of things or practices that might be unknown in the target culture. Showing the translation team pictures of these things and explaining to them what they are is very helpful.
+1. Discuss the words about the spirit world and how they are understood in the target culture. Make sure that the ones used in the translation communicate the right thing.
+1. Check anything that you think might be especially difficult to understand or translate in the passage.
 
 After checking all of these things and making corrections, have the translation team read the passage out loud again to each other or to other members of their community to make sure that everything still flows in a natural way and uses the right connectors. If a correction made something sound unnatural, they will need to make additional adjustments to the translation. This process of testing and revision should repeat until the translation communicates clearly and naturally in the target language.
\ No newline at end of file
diff --git a/intro/finding-answers/01.md b/intro/finding-answers/01.md
index 9220828..d7b2842 100644
--- a/intro/finding-answers/01.md
+++ b/intro/finding-answers/01.md
@@ -4,9 +4,11 @@
 There are several resources available for finding answers to questions: 
 
 * **translationAcademy** - This training manual is available at http://ufw.io/ta and has much information including:
-  * [Introduction](../ta-intro/01.md) - introduces the unfoldingWord project
-  * [Process Manual](../../process/process-manual/01.md)  - answers the question "what next?"
-  * [Translation Manual](../../translate/translate-manual/01.md) - explains the basics of translation theory and practical translation helps
-  * [Checking Manual](../../checking/intro-check/01.md) - explains the basics of checking theory and best practices
+    * [Introduction](../ta-intro/01.md) - introduces the unfoldingWord project
+    * [Process Manual](../../process/process-manual/01.md)  - answers the question "what next?"
+    * [Translation Manual](../../translate/translate-manual/01.md) - explains the basics of translation theory and practical translation helps
+    * [Checking Manual](../../checking/intro-check/01.md) - explains the basics of checking theory and best practices
 * **Slack Chatroom** - Join the Team43 community, post your questions to the "#helpdesk" channel, and get real-time answers to your questions (sign up at http://ufw.io/team43)
 * **Helpdesk** - email <help@door43.org> with your questions
+
+
diff --git a/intro/open-license/01.md b/intro/open-license/01.md
index 93fe912..93fbdf5 100644
--- a/intro/open-license/01.md
+++ b/intro/open-license/01.md
@@ -12,8 +12,8 @@ This is a human-readable summary of (and not a substitute for) the [license](htt
 
 #### You are free to:
 
-  * **Share** — copy and redistribute the material in any medium or format
-  * **Adapt** — remix, transform, and build upon the material 
+* **Share** — copy and redistribute the material in any medium or format
+* **Adapt** — remix, transform, and build upon the material 
 
 for any purpose, even commercially.
 
@@ -21,8 +21,8 @@ The licensor cannot revoke these freedoms as long as you follow the license term
 
 #### Under the following conditions:
 
-  * **Attribution** — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
-  * **ShareAlike** — If you remix, transform, or build upon the material, you must distribute your contributions under the same license as the original.
+* **Attribution** — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
+* **ShareAlike** — If you remix, transform, or build upon the material, you must distribute your contributions under the same license as the original.
 
 **No additional restrictions** — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.
 
@@ -44,9 +44,9 @@ Contributors to projects on Door43 agree that **the attribution that occurs auto
 
 Source texts may only be used if they have one of the following licenses:
 
-  * **[CC0 Public Domain Dedication (CC0)]( http://creativecommons.org/publicdomain/zero/1.0/)**
-  * **[CC Attribution (CC BY)](http://creativecommons.org/licenses/by/3.0/)**
-  * **[CC Attribution-ShareAlike (CC BY-SA)](http://creativecommons.org/licenses/by-sa/4.0/)**
-  * **[Free Translate License](http://ufw.io/freetranslate/)**
+* **[CC0 Public Domain Dedication (CC0)]( http://creativecommons.org/publicdomain/zero/1.0/)**
+* **[CC Attribution (CC BY)](http://creativecommons.org/licenses/by/3.0/)**
+* **[CC Attribution-ShareAlike (CC BY-SA)](http://creativecommons.org/licenses/by-sa/4.0/)**
+* **[Free Translate License](http://ufw.io/freetranslate/)**
 
 See [Copyrights, Licensing, and Source Texts](../../translate/translate-source-licensing/01.md) for more information.
\ No newline at end of file
diff --git a/intro/statement-of-faith/01.md b/intro/statement-of-faith/01.md
index 529f74a..577fb03 100644
--- a/intro/statement-of-faith/01.md
+++ b/intro/statement-of-faith/01.md
@@ -9,27 +9,27 @@ We believe that Christian belief can and should be divided into **essential beli
 
 Essential beliefs are what define a follower of Jesus Christ and can never be compromised or ignored.
 
-  * We believe the Bible to be the only inspired, inerrant, sufficient, authoritative Word of God.
+* We believe the Bible to be the only inspired, inerrant, sufficient, authoritative Word of God.
 
-  * We believe that there is one God, eternally existent in three persons: God the Father, Jesus Christ the Son and the Holy Spirit.
+* We believe that there is one God, eternally existent in three persons: God the Father, Jesus Christ the Son and the Holy Spirit.
 
-  * We believe in the deity of Jesus Christ.
+* We believe in the deity of Jesus Christ.
 
-  * We believe in the humanity of Jesus Christ, in His virgin birth, in His sinless life, in His miracles, in His vicarious and atoning death through His shed blood, in His bodily resurrection, in His ascension to the right hand of the Father.
+* We believe in the humanity of Jesus Christ, in His virgin birth, in His sinless life, in His miracles, in His vicarious and atoning death through His shed blood, in His bodily resurrection, in His ascension to the right hand of the Father.
 
-  * We believe that every person is inherently sinful and so is deserving of eternal hell.
+* We believe that every person is inherently sinful and so is deserving of eternal hell.
 
-  * We believe that salvation from sin is a gift of God, provided through the sacrificial death and resurrection of Jesus Christ, attained by grace through faith, not by works.
+* We believe that salvation from sin is a gift of God, provided through the sacrificial death and resurrection of Jesus Christ, attained by grace through faith, not by works.
 
-  * We believe that true faith is always accompanied by repentance and regeneration by the Holy Spirit.
+* We believe that true faith is always accompanied by repentance and regeneration by the Holy Spirit.
 
-  * We believe in the present ministry of the Holy Spirit by whose indwelling the follower of Jesus Christ is enabled to live a godly life.
+* We believe in the present ministry of the Holy Spirit by whose indwelling the follower of Jesus Christ is enabled to live a godly life.
 
-  * We believe in the spiritual unity of all believers in the Lord Jesus Christ, from all nations and languages and people groups.
+* We believe in the spiritual unity of all believers in the Lord Jesus Christ, from all nations and languages and people groups.
 
-  * We believe in the personal and physical return of Jesus Christ.
+* We believe in the personal and physical return of Jesus Christ.
 
-  * We believe in the resurrection of both the saved and the lost; the unsaved will be resurrected to eternal damnation in hell and the saved will be resurrected to eternal blessing in heaven with God.
+* We believe in the resurrection of both the saved and the lost; the unsaved will be resurrected to eternal damnation in hell and the saved will be resurrected to eternal blessing in heaven with God.
 
 
 #### Peripheral beliefs
diff --git a/intro/ta-intro/01.md b/intro/ta-intro/01.md
index e8b4692..9b51931 100644
--- a/intro/ta-intro/01.md
+++ b/intro/ta-intro/01.md
@@ -5,8 +5,10 @@ The "translationAcademy" is intended to enable anyone, anywhere to equip themsel
 
 translationAcademy contains the following sections:
 
-  * [Introduction](../ta-intro/01.md) - introduces translationAcademy and the unfoldingWord project
-  * [Process Manual](../../process/process-manual/01.md)  - answers the question "what next?"
-  * [Translation Manual](../../translate/translate-manual/01.md) - explains the basics of translation theory and practical translation helps
-  * [Checking Manual](../../checking/intro-check/01.md) - explains the basics of checking theory and best practices
+* [Introduction](../ta-intro/01.md) - introduces translationAcademy and the unfoldingWord project
+* [Process Manual](../../process/process-manual/01.md)  - answers the question "what next?"
+* [Translation Manual](../../translate/translate-manual/01.md) - explains the basics of translation theory and practical translation helps
+* [Checking Manual](../../checking/intro-check/01.md) - explains the basics of checking theory and best practices
+
+
 
diff --git a/intro/translation-guidelines/01.md b/intro/translation-guidelines/01.md
index 9599e38..abf90ac 100644
--- a/intro/translation-guidelines/01.md
+++ b/intro/translation-guidelines/01.md
@@ -3,13 +3,13 @@
 
 *The following statement on the principles and procedures used in translation is subscribed to by all member organizations of and contributors to the unfoldingWord project (see https://unfoldingword.org). All translation activities are carried out according to these common guidelines.*
 
-  1. **Accurate** — Translate accurately, without  detracting from, changing, or adding to the meaning of the original text. Translated content should faithfully communicate as precisely as possible the meaning of the original text as it would have been understood by the original audience. (see [Create Accurate Translations](../../translate/guidelines-accurate/01.md))
-  1. **Clear**  — Use whatever language structures are necessary to achieve the highest level of comprehension. This includes rearranging the form of a text and using as many or as few terms as necessary to communicate the original meaning as clearly as possible. (see [Create Clear Translations](../../translate/guidelines-clear/01.md))
-  1. **Natural**  — Use language forms that are effective and that reflect the way your language is used in corresponding contexts. (see [Create Natural Translations](../../translate/guidelines-natural/01.md))
-  1. **Faithful**  — Avoid any political, denominational, ideological, social, cultural, or theological bias in your translation. Use key terms that are faithful to the vocabulary of the original biblical languages. Use equivalent common language terms for the biblical words that describe the relationship between God the Father and God the Son. These may be clarified, as needed, in footnotes or other supplemental resources. (see [Create Faithful Translations](../../translate/guidelines-faithful/01.md))
-  1. **Authoritative**  — Use the original language biblical texts as the highest authority for translation of biblical content. Reliable biblical content in other languages may be used for clarification and as intermediary source texts. (see [Create Authoritative Translations](../../translate/guidelines-authoritative/01.md))
-  1. **Historical**  — Communicate historical events and facts accurately, providing additional information as needed in order to accurately communicate the intended message to people who do not share the same context and culture as the original recipients of the original content. (see [Create Historical Translations](../../translate/guidelines-historical/01.md)
-  1. **Equal** — Communicate the same intent as the source text, including expressions of feeling and attitudes. As much as possible, maintain the different kinds of literature in the original text, including narrative, poetry, exhortation, and prophecy, representing them with corresponding forms that communicate in a similar way in your language. (see [Create Equal Translations](../../translate/guidelines-equal/01.md))
+1. **Accurate** — Translate accurately, without  detracting from, changing, or adding to the meaning of the original text. Translated content should faithfully communicate as precisely as possible the meaning of the original text as it would have been understood by the original audience. (see [Create Accurate Translations](../../translate/guidelines-accurate/01.md))
+1. **Clear**  — Use whatever language structures are necessary to achieve the highest level of comprehension. This includes rearranging the form of a text and using as many or as few terms as necessary to communicate the original meaning as clearly as possible. (see [Create Clear Translations](../../translate/guidelines-clear/01.md))
+1. **Natural**  — Use language forms that are effective and that reflect the way your language is used in corresponding contexts. (see [Create Natural Translations](../../translate/guidelines-natural/01.md))
+1. **Faithful**  — Avoid any political, denominational, ideological, social, cultural, or theological bias in your translation. Use key terms that are faithful to the vocabulary of the original biblical languages. Use equivalent common language terms for the biblical words that describe the relationship between God the Father and God the Son. These may be clarified, as needed, in footnotes or other supplemental resources. (see [Create Faithful Translations](../../translate/guidelines-faithful/01.md))
+1. **Authoritative**  — Use the original language biblical texts as the highest authority for translation of biblical content. Reliable biblical content in other languages may be used for clarification and as intermediary source texts. (see [Create Authoritative Translations](../../translate/guidelines-authoritative/01.md))
+1. **Historical**  — Communicate historical events and facts accurately, providing additional information as needed in order to accurately communicate the intended message to people who do not share the same context and culture as the original recipients of the original content. (see [Create Historical Translations](../../translate/guidelines-historical/01.md)
+1. **Equal** — Communicate the same intent as the source text, including expressions of feeling and attitudes. As much as possible, maintain the different kinds of literature in the original text, including narrative, poetry, exhortation, and prophecy, representing them with corresponding forms that communicate in a similar way in your language. (see [Create Equal Translations](../../translate/guidelines-equal/01.md))
 
 ### Identifying and Managing Translation Quality
 
@@ -17,10 +17,11 @@ The quality of a translation generally refers to the fidelity of the translation
 
 The specific steps involved may vary significantly, depending on the language and context of the translation project. Generally, we consider a good translation to be one that has been reviewed by the speakers of the language community and also by the leadership of the church in the language group so that it is:
 
-  1. **Accurate, Clear, Natural, and Equal** — Faithful to the intended meaning of the original, as determined by the Church in that people group and in alignment with the Church global and historical, and consequently:
-  1. **Affirmed by the Church**  - Endorsed and used by the Church. (see [Create Church-Approved Translations](../../translate/guidelines-church-approved/01.md))
+1. **Accurate, Clear, Natural, and Equal** — Faithful to the intended meaning of the original, as determined by the Church in that people group and in alignment with the Church global and historical, and consequently:
+1. **Affirmed by the Church**  - Endorsed and used by the Church. (see [Create Church-Approved Translations](../../translate/guidelines-church-approved/01.md))
 
 We also recommend that the translation work be:
 
-  1. **Collaborative** — Where possible, work together with other believers who speak your language to translate, check, and distribute the translated content, ensuring that it is of the highest quality and available to as many people as possible. (see [Create Collaborative Translations](../../translate/guidelines-collaborative/01.md))
-  1. **Ongoing** — Translation work is never completely finished. Encourage those who are skilled with the language to suggest better ways to say things when they notice that improvements can be made. Any errors in the translation should also be corrected as soon as they are discovered. Also encourage the periodic review of translations to ascertain when revision or a new translation is needed. We recommend that each language community form a translation committee to oversee this ongoing work. Using the unfoldingWord online tools, these changes to the translation can be made quickly and easily. (see [Create Ongoing Translations](../../translate/guidelines-ongoing/01.md))
\ No newline at end of file
+1. **Collaborative** — Where possible, work together with other believers who speak your language to translate, check, and distribute the translated content, ensuring that it is of the highest quality and available to as many people as possible. (see [Create Collaborative Translations](../../translate/guidelines-collaborative/01.md))
+1. **Ongoing** — Translation work is never completely finished. Encourage those who are skilled with the language to suggest better ways to say things when they notice that improvements can be made. Any errors in the translation should also be corrected as soon as they are discovered. Also encourage the periodic review of translations to ascertain when revision or a new translation is needed. We recommend that each language community form a translation committee to oversee this ongoing work. Using the unfoldingWord online tools, these changes to the translation can be made quickly and easily. (see [Create Ongoing Translations](../../translate/guidelines-ongoing/01.md))
+
diff --git a/intro/uw-intro/01.md b/intro/uw-intro/01.md
index e153fef..1df52e7 100644
--- a/intro/uw-intro/01.md
+++ b/intro/uw-intro/01.md
@@ -17,11 +17,11 @@ Understanding the Word of God in one's heart language is important:
 
 How do we accomplish the goal of **unrestricted biblical content in every language**? 
 
-  * [unfoldingWord Network](https://unfoldingword.org/network/) - By partnering with other like-minded organizations
-  * [Statement of Faith](../statement-of-faith/01.md) - By working with those who have the same beliefs  
-  * [Translation Guidelines](../translation-guidelines/01.md) - By using a common translation theory
-  * [Open License](../open-license/01.md) - By releasing everything we create under an open license
-  * [Gateway Languages Strategy](../gl-strategy/01.md) - By making Biblical content available to translate from a known language
+* [unfoldingWord Network](https://unfoldingword.org/network/) - By partnering with other like-minded organizations
+* [Statement of Faith](../statement-of-faith/01.md) - By working with those who have the same beliefs  
+* [Translation Guidelines](../translation-guidelines/01.md) - By using a common translation theory
+* [Open License](../open-license/01.md) - By releasing everything we create under an open license
+* [Gateway Languages Strategy](../gl-strategy/01.md) - By making Biblical content available to translate from a known language
 
 ### What Do We Do?
 
@@ -40,3 +40,5 @@ How do we accomplish the goal of **unrestricted biblical content in every langua
     * **translationCore** - a program that enables comprehensive checking of Bible translations (see http://ufw.io/tc/).
 
 * **Training** - We create resources to train mother tongue translation teams. translationAcademy (this resource) is our primary training tool. We also have audio recording and training resources. See http://ufw.io/training/ for a complete list of training materials.
+
+
diff --git a/process/intro-publishing/01.md b/process/intro-publishing/01.md
index ef3245b..84ba7ba 100644
--- a/process/intro-publishing/01.md
+++ b/process/intro-publishing/01.md
@@ -8,4 +8,5 @@ From your Door43 project page you can:
 * See the web version of your project with default formatting
 * Download documents of your project (like a PDF)
 * Get the links to the source files (USFM or Markdown) for your project
-* Interact with others about your project
\ No newline at end of file
+* Interact with others about your project
+
diff --git a/process/intro-share/01.md b/process/intro-share/01.md
index 4c94136..fef8760 100644
--- a/process/intro-share/01.md
+++ b/process/intro-share/01.md
@@ -7,8 +7,8 @@ Content is worthless unless it is disseminated and used. One advantage of using
 
 The biggest factor that encourages distribution of content is the [Open License](../../intro/open-license/01.md) that is used for all content on Door43. This license gives everybody the freedom they need to:
 
-  * **Share** — copy and redistribute the material in any medium or format
-  * **Adapt** — remix, transform, and build upon the material 
+* **Share** — copy and redistribute the material in any medium or format
+* **Adapt** — remix, transform, and build upon the material 
 
 for any purpose, even commercially.
 
diff --git a/process/pretranslation-training/01.md b/process/pretranslation-training/01.md
index e8d436a..07f541e 100644
--- a/process/pretranslation-training/01.md
+++ b/process/pretranslation-training/01.md
@@ -5,13 +5,14 @@ It is recommended that you consult the [Translation Manual](../../translate/tran
 
 Some important subjects that must be learned before starting a translation project:
 
-  * [The Qualities of a Good Translation](../../translate/guidelines-intro/01.md) - The definition of a good translation
-  * [The Translation Process](../../translate/translate-process/01.md) - How a good translation is made
+* [The Qualities of a Good Translation](../../translate/guidelines-intro/01.md) - The definition of a good translation
+* [The Translation Process](../../translate/translate-process/01.md) - How a good translation is made
     * [Form and Meaning](../../translate/translate-fandm/01.md) - The difference between form and meaning
     * [Meaning-Based Translations](../../translate/translate-dynamic/01.md) - How to make a meaning-based translation
 
 Some other important topics as you get started include:
 
-  * [Choosing What to Translate](../../translate/translation-difficulty/01.md) - Suggestions for where to start translating
-  * [First Draft](../../translate/first-draft/01.md) - How to make a first draft
-  * [Help with Translating](../../translate/translate-help/01.md) - Using translation helps
\ No newline at end of file
+* [Choosing What to Translate](../../translate/translation-difficulty/01.md) - Suggestions for where to start translating
+* [First Draft](../../translate/first-draft/01.md) - How to make a first draft
+* [Help with Translating](../../translate/translate-help/01.md) - Using translation helps
+
diff --git a/process/setup-team/01.md b/process/setup-team/01.md
index 63fd26b..e468302 100644
--- a/process/setup-team/01.md
+++ b/process/setup-team/01.md
@@ -21,4 +21,5 @@ There are many decisions the translation team will have to make, many of them ri
     * [Copyrights, Licensing, and Source Texts](../../translate/translate-source-licensing/01.md) - Copyright issues must be considered when choosing a source text
     * [Source Texts and Version Numbers](../../translate/translate-source-version/01.md) - Translating from the latest version of a source text is best
 * [Alphabet/Orthography](../../translate/translate-alphabet/01.md) - Many languages have alphabet decisions that need to be made
-* [Decisions for Writing Your Language](../../translate/writing-decisions/01.md) - Writing style, punctuation, translating names, spelling, and other decisions have to be made
\ No newline at end of file
+* [Decisions for Writing Your Language](../../translate/writing-decisions/01.md) - Writing style, punctuation, translating names, spelling, and other decisions have to be made
+
diff --git a/process/setup-ts/01.md b/process/setup-ts/01.md
index 83092da..37783e0 100644
--- a/process/setup-ts/01.md
+++ b/process/setup-ts/01.md
@@ -15,6 +15,7 @@ After the first-use screen, you will be brought to the Home screen where you can
 
 ### After Using tS
 
-  1. We strongly recommend that your translation be checked (see [Training Before Checking Begins](../prechecking-training/01.md)).
-  1. Once the checking is complete (to any level), you may upload your work from the app (Menu → Upload).
-  1. Once uploaded, you can see your work online on Door43 (see [Publishing](../intro-publishing/01.md))
\ No newline at end of file
+1. We strongly recommend that your translation be checked (see [Training Before Checking Begins](../prechecking-training/01.md)).
+1. Once the checking is complete (to any level), you may upload your work from the app (Menu → Upload).
+1. Once uploaded, you can see your work online on Door43 (see [Publishing](../intro-publishing/01.md))
+
diff --git a/process/source-text-process/01.md b/process/source-text-process/01.md
index b7f36f7..4392db2 100644
--- a/process/source-text-process/01.md
+++ b/process/source-text-process/01.md
@@ -7,10 +7,10 @@ Source text publishing is required for all Gateway Languages so that they can be
 
 Before a Gateway Language translation can become a source text, the following prerequisites must all be met:
 
-   * **Whole Resource** - The whole resource must be translated and checked to the required level.  Parts of resources (e.g. half of the Open Bible Stories, only a few chapters of a book of the Bible) cannot be published.
-   * **Checking** - A translation must have reached the appropriate checking level.  For Bible translations, that means [Checking Level Three - Affirmation by Church Leadership](../../checking/level3/01.md).
-   * **On Door43** - Door43 must have the version that will be published.  If the work was done on multiple devices, then it may need to be merged together.  Get the help of a Content Tech to make merging easier (either email <help@door43.org> or use the #content-techs channel on Slack).
-   * **Agreements** - Everyone involved in the translation and checking must have agreed to the [Statement of Faith](../../intro/statement-of-faith/01.md), the [Translation Guidelines](../../intro/translation-guidelines/01.md), and the [Open License](../../intro/open-license/01.md). This can be done by either creating Door43 accounts or by physically signing the documents and digitizing them (scanning or photos).  See http://ufw.io/forms for downloadable agreement forms.
+* **Whole Resource** - The whole resource must be translated and checked to the required level.  Parts of resources (e.g. half of the Open Bible Stories, only a few chapters of a book of the Bible) cannot be published.
+* **Checking** - A translation must have reached the appropriate checking level.  For Bible translations, that means [Checking Level Three - Affirmation by Church Leadership](../../checking/level3/01.md).
+* **On Door43** - Door43 must have the version that will be published.  If the work was done on multiple devices, then it may need to be merged together.  Get the help of a Content Tech to make merging easier (either email <help@door43.org> or use the #content-techs channel on Slack).
+* **Agreements** - Everyone involved in the translation and checking must have agreed to the [Statement of Faith](../../intro/statement-of-faith/01.md), the [Translation Guidelines](../../intro/translation-guidelines/01.md), and the [Open License](../../intro/open-license/01.md). This can be done by either creating Door43 accounts or by physically signing the documents and digitizing them (scanning or photos).  See http://ufw.io/forms for downloadable agreement forms.
 
 
 #### Source Text Request Form
@@ -29,4 +29,5 @@ After the source text publishing process is completed, your work will then be av
 
 * Online on the unfoldingWord website
 * As a PDF, downloadable from unfoldingWord
-* In translationStudio as a source text for Other Languages to use (may require a tS update first)
\ No newline at end of file
+* In translationStudio as a source text for Other Languages to use (may require a tS update first)
+
diff --git a/translate/bita-farming/01.md b/translate/bita-farming/01.md
index bb499a0..f5020fd 100644
--- a/translate/bita-farming/01.md
+++ b/translate/bita-farming/01.md
@@ -40,8 +40,8 @@ After farmers harvest wheat and other types of grain, they bring them to a _thre
 
 #### RAIN represents God's gifts to his people 
 > ...he comes and rains righteousness on you. (Hosea 10:12 ULB)
- 
- 
+
+
 <blockquote>For the land that drinks in the rain that often comes on it, and that gives birth to the plants useful to those for whom the land was worked—this is the land that receives a blessing from God. But if it bears thorns and thistles, it is worthless and is near to a curse. Its end is in burning. (Hebrews 6:7-8 ULB)</blockquote>
 
 
diff --git a/translate/bita-humanbehavior/01.md b/translate/bita-humanbehavior/01.md
index d07a059..9e66fd3 100644
--- a/translate/bita-humanbehavior/01.md
+++ b/translate/bita-humanbehavior/01.md
@@ -38,7 +38,7 @@ This is because he actually is the Son of the Most High.
 >So the holy one to be born will be called the Son of God. (Luke 1:35 ULB) 
 
 This is because he actually is the Son of God. 
- 
+
 >Every male that opens the womb will be called dedicated to the Lord. (Luke 2:23 ULB) 
 
 This is because he actually will be dedicated to the Lord.  
diff --git a/translate/bita-manmade/01.md b/translate/bita-manmade/01.md
index 96301aa..0b0897a 100644
--- a/translate/bita-manmade/01.md
+++ b/translate/bita-manmade/01.md
@@ -41,7 +41,7 @@ Some images from the Bible involving man-made objects are listed below in alphab
 
 
 >The wicked is <u>ensnared</u> by his own actions. (Psalm 9:16 ULB)
- 
+
 
 >They mingled with the nations and learned their ways and worshiped their idols, which became <u>a snare</u> to them.  (Psalm 106:35-36 ULB)
 
diff --git a/translate/bita-part1/01.md b/translate/bita-part1/01.md
index 2dfe5f1..2b64a4c 100644
--- a/translate/bita-part1/01.md
+++ b/translate/bita-part1/01.md
@@ -35,7 +35,7 @@ In 1 Kings 7:50, a lamp trimmer is a tool for trimming the wick on an ordinary l
 
 
 3) Expressions that are based on these pairings of ideas frequently combine together in complex ways. Moreover, they frequently combine with—and in some cases are based on—common metonymies and cultural models.  (see [Biblical Imagery - Common Metonymies](translate-bita-part2) and [Biblical Imagery - Cultural Models](translate-bita-part3)) 
- 
+
 For example, in 2 Samuel 14:7 below, "the burning coal" is an image for the life of the son, who represents what will cause people to remember his father. So there are two patterns of pairings here: the pairing of the burning coal with the life of the son, and the pairing of the son with the memory of his father.
 
 >They say, 'Hand over the man who struck his brother, so that we may put him to death, to pay for the life of his brother whom he killed.' And so they would also destroy the heir. Thus they will put out <u>the burning coal</u> that I have left, and they will leave for <u>my husband neither name nor descendant</u> on the surface of the earth. (2 Samuel 14:7 ULB)
diff --git a/translate/bita-phenom/01.md b/translate/bita-phenom/01.md
index 789e906..a57c74e 100644
--- a/translate/bita-phenom/01.md
+++ b/translate/bita-phenom/01.md
@@ -154,3 +154,5 @@ Some images from the Bible involving natural phenomena are listed below. The wor
 <blockquote>Yahweh, my rock, and my redeemer.  (Psalm 19:14 ULB)</blockquote>
 
 
+
+
diff --git a/translate/figs-123person/01.md b/translate/figs-123person/01.md
index 31a5313..e8f06db 100644
--- a/translate/figs-123person/01.md
+++ b/translate/figs-123person/01.md
@@ -3,9 +3,9 @@ Normally a speaker refers to himself as "I" and the person he is speaking to as
 
 ### Description
 
-  * **First person** - This is how a speaker normally refers to himself.  English uses the pronouns "I" and "we." (Also: me, my, mine; us, our, ours)
-  * **Second person** - This is how a speaker normally refers to the person or people he is speaking to. English uses  the pronoun "you." (Also: your, yours)
-  * **Third person** - This is how a speaker refers to someone else. English uses the pronouns "he," "she," "it" and "they." (Also: him, his, her, hers, its; them, their, theirs) Noun phrases like "the man" or "the woman" are also third person.
+* **First person** - This is how a speaker normally refers to himself.  English uses the pronouns "I" and "we." (Also: me, my, mine; us, our, ours)
+* **Second person** - This is how a speaker normally refers to the person or people he is speaking to. English uses  the pronoun "you." (Also: your, yours)
+* **Third person** - This is how a speaker refers to someone else. English uses the pronouns "he," "she," "it" and "they." (Also: him, his, her, hers, its; them, their, theirs) Noun phrases like "the man" or "the woman" are also third person.
 
 ### Reason this is a Translation Issue
 
@@ -35,20 +35,21 @@ After saying "each of you," Jesus used the third person "his" instead of "your."
 
 If using the third person to mean "I" or "you" would be natural and give the right meaning in your language, consider using it. If not, here are some other options.
 
-  1. Use the third person phrase along with the pronoun "I" or "you."
-  2. Simply use the first person ("I") or second person ("you") instead of the third person.  
+1. Use the third person phrase along with the pronoun "I" or "you."
+2. Simply use the first person ("I") or second person ("you") instead of the third person.  
 
 ### Examples of Translation Strategies Applied
 
 1. Use the third person phrase along with the pronoun "I" or "you."
 
-  * **But David said to Saul, "<u>Your servant</u> used to keep <u>his</u> father's sheep."**  (1 Samuel 17:34)
-      * But David said to Saul, "<u>I, your servant</u>, used to keep <u>my</u> father's sheep."
+    * **But David said to Saul, "<u>Your servant</u> used to keep <u>his</u> father's sheep."**  (1 Samuel 17:34)
+        * But David said to Saul, "<u>I, your servant</u>, used to keep <u>my</u> father's sheep."
 
 2. Simply use the first person ("I") or second person ("you") instead of the third person.
 
-  * **Then Yahweh answered Job out of a fierce storm and said, "… Do you have an arm like <u>God's</u>? Can you thunder with a voice like <u>him</u>?**  (Job 40:6, 9 ULB)
-      * Then Yahweh answered Job out of a fierce storm and said, "… Do you have an arm like <u>mine</u>? Can you thunder with a voice like <u>me</u>?"
+    * **Then Yahweh answered Job out of a fierce storm and said, "… Do you have an arm like <u>God's</u>? Can you thunder with a voice like <u>him</u>?**  (Job 40:6, 9 ULB)
+        * Then Yahweh answered Job out of a fierce storm and said, "… Do you have an arm like <u>mine</u>? Can you thunder with a voice like <u>me</u>?"
+
+    * **So also my heavenly Father will do to you, if <u>each of you</u> does not forgive <u>his</u>  brother from your heart.**  (Matthew 18:35 ULB)
+        * So also my heavenly Father will do to you, if <u>each of you</u> does not forgive <u>your</u>  brother from your heart.
 
-  * **So also my heavenly Father will do to you, if <u>each of you</u> does not forgive <u>his</u>  brother from your heart.**  (Matthew 18:35 ULB)
-      * So also my heavenly Father will do to you, if <u>each of you</u> does not forgive <u>your</u>  brother from your heart.
\ No newline at end of file
diff --git a/translate/figs-abstractnouns/01.md b/translate/figs-abstractnouns/01.md
index 28e52fd..17f0e5b 100644
--- a/translate/figs-abstractnouns/01.md
+++ b/translate/figs-abstractnouns/01.md
@@ -38,26 +38,27 @@ The abstract noun "purposes" refers to the things that people want to do and the
 
 If an abstract noun would be natural and give the right meaning in your language, consider using it. If not, here is another option:
 
-  1. Reword the sentence with a phrase that expresses the meaning of the abstract noun. Instead of a noun, the new phrase will use a verb, an adverb, or an adjective to express the idea of the abstract noun..
+1. Reword the sentence with a phrase that expresses the meaning of the abstract noun. Instead of a noun, the new phrase will use a verb, an adverb, or an adjective to express the idea of the abstract noun..
 
 ### Examples of Translation Strategies Applied
 
 1. Reword the sentence with a phrase that expresses the meaning of the abstract noun. Instead of a noun, the new phrase will use a verb, an adverb, or an adjective to express the idea of the abstract noun.
 
-  * **... from <u>childhood</u>  you have known the sacred writings ...**  (2 Timothy 3:15 ULB)
-      * Ever since <u>you were a child</u>  you have known the sacred writings.
+    * **... from <u>childhood</u>  you have known the sacred writings ...**  (2 Timothy 3:15 ULB)
+        * Ever since <u>you were a child</u>  you have known the sacred writings.
 
-  * **But <u>godliness with contentment</u> is great <u>gain</u>.**  (1 Timothy 6:6 ULB)
-      * But <u>being godly</u> and <u>content</u>  is very <u>beneficial</u>.
-      * But we <u>benefit</u> greatly when we <u>are godly</u> and <u>content</u>.
-      * But we <u>benefit</u> greatly when we <u>honor and obey God</u> and when we are <u>happy with what we have</u>.
+    * **But <u>godliness with contentment</u> is great <u>gain</u>.**  (1 Timothy 6:6 ULB)
+        * But <u>being godly</u> and <u>content</u>  is very <u>beneficial</u>.
+        * But we <u>benefit</u> greatly when we <u>are godly</u> and <u>content</u>.
+        * But we <u>benefit</u> greatly when we <u>honor and obey God</u> and when we are <u>happy with what we have</u>.
 
-  * **Today <u>salvation</u> has come to this house, because he too is a son of Abraham.**  (Luke 19:9 ULB)
-      * Today the people in this house <u>have been saved</u>…
-      * Today God <u>has saved</u> the people in this house…
+    * **Today <u>salvation</u> has come to this house, because he too is a son of Abraham.**  (Luke 19:9 ULB)
+        * Today the people in this house <u>have been saved</u>…
+        * Today God <u>has saved</u> the people in this house…
 
-  * **The Lord does not move slowly concerning his promises, as some consider <u>slowness</u> to be.**  (2 Peter 3:9 ULB)
-      * The Lord does not move slowly concerning his promises, as some consider <u>moving slowly</u> to be.
+    * **The Lord does not move slowly concerning his promises, as some consider <u>slowness</u> to be.**  (2 Peter 3:9 ULB)
+        * The Lord does not move slowly concerning his promises, as some consider <u>moving slowly</u> to be.
+
+    * **He will bring to light the hidden things of darkness and reveal the <u>purposes</u> of the heart.**  (1 Corinthians 4:5 ULB)
+        * He will bring to light the hidden things of darkness and reveal <u>the things that people want to do and the reasons they want to do them</u>.
 
-  * **He will bring to light the hidden things of darkness and reveal the <u>purposes</u> of the heart.**  (1 Corinthians 4:5 ULB)
-      * He will bring to light the hidden things of darkness and reveal <u>the things that people want to do and the reasons they want to do them</u>.
\ No newline at end of file
diff --git a/translate/figs-activepassive/01.md b/translate/figs-activepassive/01.md
index 6b07077..26d9adb 100644
--- a/translate/figs-activepassive/01.md
+++ b/translate/figs-activepassive/01.md
@@ -1,8 +1,8 @@
 
 Some languages have both active and passive sentences. In active sentences, the subject does the action. In passive sentences, the subject is the one that receives the action. Here are some examples with their subjects underlined:
 
-  * ACTIVE: <u>My father</u> built the house in 2010. 
-  * PASSIVE: <u>The house</u>  was built in 2010. 
+* ACTIVE: <u>My father</u> built the house in 2010. 
+* PASSIVE: <u>The house</u>  was built in 2010. 
 
 Translators whose languages do not have passive sentences will need to know how they can translate passive sentences that they find in the Bible. Other translators will need to decide when to use a passive sentence and when to use the active form.
 
@@ -10,8 +10,8 @@ Translators whose languages do not have passive sentences will need to know how
 
 Some languages have both active and passive forms of sentences.
 
-  * In the **ACTIVE** form, the subject does the action and is always mentioned.
-  * In the **PASSIVE** form, the action is done to the subject, and the one who does the action is *not always*  mentioned.
+* In the **ACTIVE** form, the subject does the action and is always mentioned.
+* In the **PASSIVE** form, the action is done to the subject, and the one who does the action is *not always*  mentioned.
 
 In the examples of active and passive sentences below, we have underlined the subject.
 
@@ -26,14 +26,14 @@ The passive form is not used for the same purposes in all of the languages that
 
 #### Purposes for the passive
 
-  * The speaker is talking about the person or thing the action was done to, not about the person who did the action.
-  * The speaker does not want to tell who did the action. 
-  * The speaker does not know who did the action.
+* The speaker is talking about the person or thing the action was done to, not about the person who did the action.
+* The speaker does not want to tell who did the action. 
+* The speaker does not know who did the action.
 
 #### Translation Principles Regarding the Passive
 
-  * Translators whose language does not use passive forms will need to find another way to express the idea. 
-  * Translators whose language has passive forms will need to understand why the passive is used in a particular sentence in the Bible and decide whether or not to use a passive form for that purpose in his translation of the sentence.
+* Translators whose language does not use passive forms will need to find another way to express the idea. 
+* Translators whose language has passive forms will need to understand why the passive is used in a particular sentence in the Bible and decide whether or not to use a passive form for that purpose in his translation of the sentence.
 
 ### Examples from the Bible
 
@@ -53,21 +53,25 @@ This describes a situation in which a person ends up in the sea with a millstone
 
 If you decide that it is better to translate without a passive form, here are some strategies you might consider.
 
-  1. Use the same verb in an active sentence and tell who or what did the action. If you do this, try to keep the focus on the  person receiving the action. 
-  1. Use the same verb in an active sentence, and do not tell  who or what did the action. Instead, use a generic expression like "they" or  "people" or  "someone." 
-  1. Use a different verb.
+1. Use the same verb in an active sentence and tell who or what did the action. If you do this, try to keep the focus on the  person receiving the action. 
+1. Use the same verb in an active sentence, and do not tell  who or what did the action. Instead, use a generic expression like "they" or  "people" or  "someone." 
+1. Use a different verb.
 
 ### Examples of Translation Strategies Applied
 
 1. Use the same verb in an active sentence and tell who did the action. If you do this, try to keep the focus on the  person receiving the action.
-  * **A loaf of bread <u>was given</u> him every day from the street of the bakers.**  (Jeremiah 37:21 ULB)
-      * <u>The king's servants gave</u> Jeremiah a loaf of bread every day from the street of the bakers.
+
+    * **A loaf of bread <u>was given</u> him every day from the street of the bakers.**  (Jeremiah 37:21 ULB)
+        * <u>The king's servants gave</u> Jeremiah a loaf of bread every day from the street of the bakers.
 
 2. Use the same verb in an active sentence, and do not tell  who did the action. Instead, use a generic expression like "they" or  "people" or  "someone." 
-  * **It would be better for him if a millstone <u>were put</u> around his neck and he <u>were thrown</u> into the sea.**  (Luke 17:2 ULB)
-      * It would be better for him if <u>they were to put</u> a millstone around his neck and <u>throw</u> him into the sea.
-      * It would be better for him if <u>someone were to put</u> a heavy stone around his neck and <u>throw</u> him into the sea.
+
+    * **It would be better for him if a millstone <u>were put</u> around his neck and he <u>were thrown</u> into the sea.**  (Luke 17:2 ULB)
+        * It would be better for him if <u>they were to put</u> a millstone around his neck and <u>throw</u> him into the sea.
+        * It would be better for him if <u>someone were to put</u> a heavy stone around his neck and <u>throw</u> him into the sea.
 
 3. Use a different verb in an active sentence. 
-  * **A loaf of bread <u>was given</u> him every day from the street of the bakers.**  (Jeremiah 37:21 ULB)
-      * He <u>received</u> a loaf of bread every day from the street of the bakers.
\ No newline at end of file
+
+    * **A loaf of bread <u>was given</u> him every day from the street of the bakers.**  (Jeremiah 37:21 ULB)
+        * He <u>received</u> a loaf of bread every day from the street of the bakers.
+
diff --git a/translate/figs-apostrophe/01.md b/translate/figs-apostrophe/01.md
index 61c6670..ddccb91 100644
--- a/translate/figs-apostrophe/01.md
+++ b/translate/figs-apostrophe/01.md
@@ -29,14 +29,15 @@ The man of God spoke as if the altar could hear him, but he really wanted the ki
 
 If apostrophe would be natural and give the right meaning in your language, consider using it. If not, here is another option.
 
-  1. If this way of speaking would be confusing to your people, let the speaker continue speaking to the people that are listening to him as he tells <u>them</u> his message or feelings about the people or thing that cannot hear him. 
+1. If this way of speaking would be confusing to your people, let the speaker continue speaking to the people that are listening to him as he tells <u>them</u> his message or feelings about the people or thing that cannot hear him. 
 
 ### Examples of Translation Strategies Applied
 
 1. If this way of speaking would be confusing to your people, let the speaker continue speaking to the people that are listening to him as he tells <u>them</u> his message or feelings about the people or thing that cannot hear him.
 
-  * **He cried against the altar by the word of Yahweh: <u>"Altar</u>, <u>altar</u>! This is what Yahweh says, 'See, … on you they will burn human bones.' "**  (1 Kings 13:2 ULB)
-      * He said this about the altar: "This is what Yahweh says <u>about this altar.</u> 'See, … they will burn people's bones on <u>it</u>.' "
+    * **He cried against the altar by the word of Yahweh: <u>"Altar</u>, <u>altar</u>! This is what Yahweh says, 'See, … on you they will burn human bones.' "**  (1 Kings 13:2 ULB)
+        * He said this about the altar: "This is what Yahweh says <u>about this altar.</u> 'See, … they will burn people's bones on <u>it</u>.' "
+
+    * **<u>Mountains of Gilboa</u>, let there not be dew or rain on <u>you</u>**  (2 Samuel 1:21 ULB)
+        * <u>As for these mountains of Gilboa</u>, let there not be dew or rain on <u>them</u>
 
-  * **<u>Mountains of Gilboa</u>, let there not be dew or rain on <u>you</u>**  (2 Samuel 1:21 ULB)
-      * <u>As for these mountains of Gilboa</u>, let there not be dew or rain on <u>them</u>
\ No newline at end of file
diff --git a/translate/figs-declarative/01.md b/translate/figs-declarative/01.md
index 2a58566..74ebdff 100644
--- a/translate/figs-declarative/01.md
+++ b/translate/figs-declarative/01.md
@@ -43,20 +43,21 @@ By telling a man that his sins were forgiven, Jesus forgave the man's sins.
 
 1. If the function of a statement would not be understood correctly in your language, use a sentence type that would express that function. 
 
-  * **She will give birth to a son, and <u>you will call his name Jesus</u>, for he will save his people from their sins.** (Matthew 1:21 ULB) The phrase "you will call his name Jesus" is an instruction. It can be translated using the sentence type of a normal instruction.
-      * She will give birth to a son. <u>Name him Jesus</u>, because he will save his people from their sins. 
+    * **She will give birth to a son, and <u>you will call his name Jesus</u>, for he will save his people from their sins.** (Matthew 1:21 ULB) The phrase "you will call his name Jesus" is an instruction. It can be translated using the sentence type of a normal instruction.
+        * She will give birth to a son. <u>Name him Jesus</u>, because he will save his people from their sins. 
 
 2. If the function of a statement would not be understood correctly in your language, add a sentence type that would express that function. 
 
-  * **Lord, if you are willing, <u>you can make me clean</u>.** (Matthew 8:2 ULB) The function of "you can make me clean" is to make a request. In addition to the statement, a request can be added.
-      * Lord, if you are willing, <u>you can make me clean. Please do so.</u>
-      * Lord, if you are willing, <u>please make me clean. I know you can do so.</u> 
+    * **Lord, if you are willing, <u>you can make me clean</u>.** (Matthew 8:2 ULB) The function of "you can make me clean" is to make a request. In addition to the statement, a request can be added.
+        * Lord, if you are willing, <u>you can make me clean. Please do so.</u>
+        * Lord, if you are willing, <u>please make me clean. I know you can do so.</u> 
 
 3. If the function of a statement would not be understood correctly in your language, use a verb form that would express that function.
 
-  * **She will give birth to a son, and <u>you will call his name Jesus</u>, for he will save his people from their sins.** (Matthew 1:21 ULB)
-      * She will give birth to a son, and <u>you must call his name Jesus</u>, for he will save his people from their sins.
+    * **She will give birth to a son, and <u>you will call his name Jesus</u>, for he will save his people from their sins.** (Matthew 1:21 ULB)
+        * She will give birth to a son, and <u>you must call his name Jesus</u>, for he will save his people from their sins.
+
+    * **Son, your sins are forgiven.** Luke 2:5 ULB)
+        * Son, I forgive your sins.
+        * Son, God has forgiven your sins.
 
-  * **Son, your sins are forgiven.** Luke 2:5 ULB)
-      * Son, I forgive your sins.
-      * Son, God has forgiven your sins.
\ No newline at end of file
diff --git a/translate/figs-distinguish/01.md b/translate/figs-distinguish/01.md
index 7fa13db..053b19b 100644
--- a/translate/figs-distinguish/01.md
+++ b/translate/figs-distinguish/01.md
@@ -5,18 +5,18 @@ In some languages, phrases that modify a noun can be used with the noun for two
 
 Some languages use a comma to mark the difference between making a distinction between similar items and gving more information about an item. Without the comma, the sentence below communicates that it is making a distinction:
 
-  * Mary gave some of the food to <u>her sister who was very thankful</u>. 
-      * If her sister was usually thankful, the phrase "who was thankful" could **distinguish this sister** of Mary's from another sister who was not usually thankful.  
+* Mary gave some of the food to <u>her sister who was very thankful</u>. 
+    * If her sister was usually thankful, the phrase "who was thankful" could **distinguish this sister** of Mary's from another sister who was not usually thankful.  
 
 With the comma, the sentence is giving more information:
 
-  * Mary gave some of the food to <u>her sister, who was very thankful</u>. 
-      * This same phrase can be used give us more information about Mary's sister. It tells us about **how Mary's sister responded** when Mary gave her the food. In this case it does not distinguish one sister from another sister. 
+* Mary gave some of the food to <u>her sister, who was very thankful</u>. 
+    * This same phrase can be used give us more information about Mary's sister. It tells us about **how Mary's sister responded** when Mary gave her the food. In this case it does not distinguish one sister from another sister. 
 
 ### Reasons this is a translation issue
 
-  * Many source languages of the Bible use phrases that modify a noun **both** for distinguishing the noun from another similar item **and also** for giving more information about the noun. The translator must be careful to understand which meaning the author intended in each case.
-  * Some languages use phrases that modify a noun **only** for distinguishing the noun from another similar item. When translating a phrase that is used for giving more information, people who speak these languages will need to separate the phrase from the noun. Otherwise, people who read it or hear it will think that the phrase is meant to distinguish the noun from other similar items.
+* Many source languages of the Bible use phrases that modify a noun **both** for distinguishing the noun from another similar item **and also** for giving more information about the noun. The translator must be careful to understand which meaning the author intended in each case.
+* Some languages use phrases that modify a noun **only** for distinguishing the noun from another similar item. When translating a phrase that is used for giving more information, people who speak these languages will need to separate the phrase from the noun. Otherwise, people who read it or hear it will think that the phrase is meant to distinguish the noun from other similar items.
 
 ### Examples from the Bible
 
@@ -55,20 +55,22 @@ If people would understand the purpose of a phrase with a noun, then consider ke
 
 1. Put the information in another part of the sentence and add words that show its purpose.
 
-  * **I hate those who serve <u>worthless</u> idols**  (Psalm 31:6 ULB) - By saying "worthless idols," David was commenting about all idols and giving his reason for hating those who serve them. He was not distinguishing worthless idols from valuable idols.  
-	  * <u>Because</u> idols are worthless, I hate those who serve them. 
+    * **I hate those who serve <u>worthless</u> idols**  (Psalm 31:6 ULB) - By saying "worthless idols," David was commenting about all idols and giving his reason for hating those who serve them. He was not distinguishing worthless idols from valuable idols.  
+        * <u>Because</u> idols are worthless, I hate those who serve them. 
 
-  * **... for your <u>righteous</u> judgments are good.**  (Psalm 119:39 ULB)  
-	  * ... for your judgments are good <u>because</u> they are righteous.  
+    * **... for your <u>righteous</u> judgments are good.**  (Psalm 119:39 ULB)  
+        * ... for your judgments are good <u>because</u> they are righteous.  
 
-  * **Can Sarah, <u>who is ninety years old</u>, bear a son?**  (Genesis 17:17-18 ULB) - The phrase "who is ninety years old" is a reminder of Sarah's age. It tells why Abraham was asking the question. He did not expect that a woman who was that old could bear a child.  
-	  * Can Sarah bear a son <u>even when<u> she is ninety years old? 
+    * **Can Sarah, <u>who is ninety years old</u>, bear a son?**  (Genesis 17:17-18 ULB) - The phrase "who is ninety years old" is a reminder of Sarah's age. It tells why Abraham was asking the question. He did not expect that a woman who was that old could bear a child.  
+        * Can Sarah bear a son <u>even when<u> she is ninety years old? 
 
-  * **I will call on Yahweh, <u>who is worthy to be praised</u>**  (2 Samuel 22:4 ULB) - There is only one Yahweh. The phrase "who is worthy to be praised" gives a reason for calling on Yahweh.
-	  * I will call on Yahweh, <u>because</u> he is worthy to be praised
+    * **I will call on Yahweh, <u>who is worthy to be praised</u>**  (2 Samuel 22:4 ULB) - There is only one Yahweh. The phrase "who is worthy to be praised" gives a reason for calling on Yahweh.
+        * I will call on Yahweh, <u>because</u> he is worthy to be praised
 
 2. Use one of your language's ways for expressing that this is just added information.  
 
-  * **You are my Son, <u>whom I love</u>. I am pleased with you.** (Luke 3:22 ULB)
-	  * You are my Son. <u>I love you</u> and I am pleased with you. 
-      * <u>Receiving my love</u>, you are my Son. I am pleased with you.
\ No newline at end of file
+    * **You are my Son, <u>whom I love</u>. I am pleased with you.** (Luke 3:22 ULB)
+        * You are my Son. <u>I love you</u> and I am pleased with you. 
+        * <u>Receiving my love</u>, you are my Son. I am pleased with you.
+
+
diff --git a/translate/figs-doublenegatives/01.md b/translate/figs-doublenegatives/01.md
index 3bee9cc..fc8418b 100644
--- a/translate/figs-doublenegatives/01.md
+++ b/translate/figs-doublenegatives/01.md
@@ -16,10 +16,10 @@ A double negative occurs when a sentence has two words that each express the mea
 
 Double negatives mean very different things in different languages. 
 
-  * In some languages, such as Spanish, a double negative emphasizes the negative. The following Spanish sentence *No ví a nadie* is literally, "I did not see no one." It has both the word 'no' next to the verb and 'nadie,' which means "no one." The two negatives are seen as in agreement with each other, and the sentence means, "I did not see anyone."
-  * In some languages, a second negative cancels the first one, creating a positive sentence. So, "He is not unintelligent" means "He is intelligent." 
-  * In some languages the double negative creates a positive sentence, but it is a weak statement. So, "He is not unintelligent" means, "He is somewhat intelligent." 
-  * In some languages, such as the languages of the Bible, the double negative can create a positive sentence, and often strengthens the statement. So, "He is not unintelligent" can mean "He is intelligent" or "He is very intelligent." 
+* In some languages, such as Spanish, a double negative emphasizes the negative. The following Spanish sentence *No ví a nadie* is literally, "I did not see no one." It has both the word 'no' next to the verb and 'nadie,' which means "no one." The two negatives are seen as in agreement with each other, and the sentence means, "I did not see anyone."
+* In some languages, a second negative cancels the first one, creating a positive sentence. So, "He is not unintelligent" means "He is intelligent." 
+* In some languages the double negative creates a positive sentence, but it is a weak statement. So, "He is not unintelligent" means, "He is somewhat intelligent." 
+* In some languages, such as the languages of the Bible, the double negative can create a positive sentence, and often strengthens the statement. So, "He is not unintelligent" can mean "He is intelligent" or "He is very intelligent." 
 
 To translate sentences with double negatives accurately and clearly in your language, you need to know both what a double negative means in the Bible and how to express the same idea in your language. 
 
@@ -43,16 +43,17 @@ If double negatives are natural and are used to express the positive in your lan
 
 1. If the purpose of a double negative in the Bible is simply to make a positive statement, and if it would not do that in your language, remove the two negatives so that it is positive.
 
-  * **For we do <u>not</u> have a high priest who can<u>not</u> feel sympathy for our weaknesses.** (Hebrews 4:15  ULB)
-      * "For we have a high priest who can feel sympathy for our weaknesses."
+    * **For we do <u>not</u> have a high priest who can<u>not</u> feel sympathy for our weaknesses.** (Hebrews 4:15  ULB)
+        * "For we have a high priest who can feel sympathy for our weaknesses."
 
-  * **... so that they may <u>not</u> be <u>un</u>fruitful.** (Titus 3:14 ULB) 
-      * "... so that they may be fruitful."
+    * **... so that they may <u>not</u> be <u>un</u>fruitful.** (Titus 3:14 ULB) 
+        * "... so that they may be fruitful."
 
 2. If the purpose of a double negative in the Bible is to make a strong positive statement, and if it would not do that in your language, remove the two negatives and put in a strengthening word or phrase such as "very" or "surely."
 
-  * **Be sure of this—wicked people will <u>not</u> go <u>un</u>punished ...** (Proverbs 11:21 ULB)
-      * "Be sure of this—wicked people will <u>certainly</u> be punished ..."
+    * **Be sure of this—wicked people will <u>not</u> go <u>un</u>punished ...** (Proverbs 11:21 ULB)
+        * "Be sure of this—wicked people will <u>certainly</u> be punished ..."
+
+    * **All things were made through him and <u>without</u> him there was <u>not</u> one thing made that has been made.** (John 1:3 ULB) 
+        * "All things were made through him. He made <u>absolutely</u> everything that has been made."
 
-  * **All things were made through him and <u>without</u> him there was <u>not</u> one thing made that has been made.** (John 1:3 ULB) 
-      * "All things were made through him. He made <u>absolutely</u> everything that has been made."
\ No newline at end of file
diff --git a/translate/figs-doublet/01.md b/translate/figs-doublet/01.md
index 679a148..6ddf724 100644
--- a/translate/figs-doublet/01.md
+++ b/translate/figs-doublet/01.md
@@ -30,20 +30,24 @@ This means that he was like a lamb that did not have any blemish--not even one.
 
 If a doublet would be natural and give the right meaning in your language, consider using one. If not, consider these strategies. 
 
-  1. Translate only one of the words.
-  1. If the doublet is used to intensify the meaning, translate one of the words and add a word that intensifies it such as "very" or "great" or "many." 
-  1. If the doublet is used to intensify or emphasize the meaning, use one of your language's ways of doing that. 
+1. Translate only one of the words.
+1. If the doublet is used to intensify the meaning, translate one of the words and add a word that intensifies it such as "very" or "great" or "many." 
+1. If the doublet is used to intensify or emphasize the meaning, use one of your language's ways of doing that. 
 
 ### Translation Strategies Applied
 
 1. Translate only one of the words.
-  * **You have decided to prepare <u>false</u>  and <u>deceptive</u>  words**  (Daniel 2:9 ULB)
-      * "You have decided to prepare <u>false</u> things to say."
+
+    * **You have decided to prepare <u>false</u>  and <u>deceptive</u>  words**  (Daniel 2:9 ULB)
+        * "You have decided to prepare <u>false</u> things to say."
 
 2. If the doublet is used to intensify the meaning, translate one of the words and add a word that intensifies it such as "very" or "great" or "many."
-  * **King David was <u>old</u> and <u>advanced in years</u>.**  (1 Kings 1:1 ULB)
-      * "King David was <u>very old</u>."
+
+    * **King David was <u>old</u> and <u>advanced in years</u>.**  (1 Kings 1:1 ULB)
+        * "King David was <u>very old</u>."
 
 3. If the doublet is used to intensify or emphasize the meaning, use one of your language's ways of doing that.
-  * **... a lamb <u>without blemish</u> and <u>without spot</u>...**  (1 Peter 1:19 ULB) - English can emphasize this with "any" and "at all."
-      * " ... a lamb <u>without any blemish at all</u> ..."
\ No newline at end of file
+
+    * **... a lamb <u>without blemish</u> and <u>without spot</u>...**  (1 Peter 1:19 ULB) - English can emphasize this with "any" and "at all."
+        * " ... a lamb <u>without any blemish at all</u> ..."
+
diff --git a/translate/figs-ellipsis/01.md b/translate/figs-ellipsis/01.md
index 4b22abd..f7eb44e 100644
--- a/translate/figs-ellipsis/01.md
+++ b/translate/figs-ellipsis/01.md
@@ -26,17 +26,18 @@ The writer wants his words to be few and to make good poetry. He did not say tha
 
 If ellipsis would be natural and give the right meaning in your language, consider using it. If not, here is another option:
 
-  1. Add the missing words to the incomplete phrase or sentence.
+1. Add the missing words to the incomplete phrase or sentence.
 
 ### Examples of Translation Strategies Applied
 
 1. Add the missing words to the incomplete phrase or sentence.
 
-  *  **... the wicked will not stand in the judgment, nor <u>sinners in the assembly</u> of the righteous.** (Psalm 1:5)
-      * ... the wicked will not stand in the judgment, and <u>sinners will not stand in the assembly</u> of the righteous
+    * **... the wicked will not stand in the judgment, nor <u>sinners in the assembly</u> of the righteous.** (Psalm 1:5)
+        * ... the wicked will not stand in the judgment, and <u>sinners will not stand in the assembly</u> of the righteous
 
-  *  **... when the blind man was near, Jesus asked him, "What do you want me to do for you?" He said, "Lord, <u>that I might receive my sight</u>."** (Luke 18:40-41)
-      * ... when the blind man was near, Jesus asked him, "What do you want me to do for you?" He said, "Lord, <u>I want you to heal me</u> that I might receive my sight."
+    * **... when the blind man was near, Jesus asked him, "What do you want me to do for you?" He said, "Lord, <u>that I might receive my sight</u>."** (Luke 18:40-41)
+        * ... when the blind man was near, Jesus asked him, "What do you want me to do for you?" He said, "Lord, <u>I want you to heal me</u> that I might receive my sight."
+
+    * **He makes Lebanon skip like a calf <u>and Sirion like a young ox</u>.** (Psalm 29:6)
+        * He makes Lebanon skip like a calf, and <u>he makes</u> Sirion <u>skip</u> like a young ox.
 
-  * **He makes Lebanon skip like a calf <u>and Sirion like a young ox</u>.** (Psalm 29:6)
-      * He makes Lebanon skip like a calf, and <u>he makes</u> Sirion <u>skip</u> like a young ox.
\ No newline at end of file
diff --git a/translate/figs-euphemism/01.md b/translate/figs-euphemism/01.md
index 3083f4f..b174c3b 100644
--- a/translate/figs-euphemism/01.md
+++ b/translate/figs-euphemism/01.md
@@ -27,8 +27,8 @@ In order **to be polite**, Mary uses a euphemism to say that she has never had s
 
 If euphemism would be natural and give the right meaning in your language, consider using it. If not, here are other options:
 
-  1. Use a euphemism from your own culture.
-  1. State the information plainly without a euphemism if it would not be offensive.
+1. Use a euphemism from your own culture.
+1. State the information plainly without a euphemism if it would not be offensive.
 
 ### Examples of Translation Strategies Applied
 
@@ -44,4 +44,5 @@ If euphemism would be natural and give the right meaning in your language, consi
 2) State the information plainly without a euphemism if it would not be offensive.
 
 * **they found Saul and his sons <u>fallen</u> on Mount Gilboa.** (1 Chronicles 10:8 ULB)
-    * "they found Saul and his sons <u>dead</u> on Mount Gilboa."
\ No newline at end of file
+    * "they found Saul and his sons <u>dead</u> on Mount Gilboa."
+
diff --git a/translate/figs-events/01.md b/translate/figs-events/01.md
index 4c599e5..50f5ff4 100644
--- a/translate/figs-events/01.md
+++ b/translate/figs-events/01.md
@@ -22,32 +22,32 @@ This sounds like a person must first open the scroll and then break its seals, b
 
 ### Translation Strategies
 
-  1. If your language uses phrases or time words to show that an event happened before one that was already mentioned, consider using one of them.
-  1. If your language uses verb tense or aspect to show that an event happened before one that was already mentioned, consider using that. (See: the section on Aspect on [Verbs](../figs-verbs/01.md))
-  1. If your language prefers to tell events in the order that they occurred, consider reordering the events so they they are in that order. This may require putting two or more verses together (like 5-6). (See: [Verse Bridges](../translate-versebridge/01.md))
+1. If your language uses phrases or time words to show that an event happened before one that was already mentioned, consider using one of them.
+1. If your language uses verb tense or aspect to show that an event happened before one that was already mentioned, consider using that. (See: the section on Aspect on [Verbs](../figs-verbs/01.md))
+1. If your language prefers to tell events in the order that they occurred, consider reordering the events so they they are in that order. This may require putting two or more verses together (like 5-6). (See: [Verse Bridges](../translate-versebridge/01.md))
 
 ### Examples of Translation Strategies Applied
 
 1. If your language uses phrases, time words or tenses to show that an event happened before the one just mentioned, consider using one of them.
 
-  * **<sup>20</sup> But then Herod ... had John locked up in prison. <sup>21</sup> Now it came about, while all the people were being baptized by John, that Jesus also was baptized.** (Luke 3:20-21 ULB) 
-      * <sup>20</sup> But then Herod ... had John locked up in prison. <sup>21</sup> <u>Before John was put in prison,</u> while all the people were being baptized by John, Jesus also was baptized.
+    * **<sup>20</sup> But then Herod ... had John locked up in prison. <sup>21</sup> Now it came about, while all the people were being baptized by John, that Jesus also was baptized.** (Luke 3:20-21 ULB) 
+        * <sup>20</sup> But then Herod ... had John locked up in prison. <sup>21</sup> <u>Before John was put in prison,</u> while all the people were being baptized by John, Jesus also was baptized.
 
-  * **Who is worthy to open the scroll and break its seals?** (Revelation 5:2 ULB) 
-      * Who is worthy to open the scroll <u>after</u> breaking its seals?
+    * **Who is worthy to open the scroll and break its seals?** (Revelation 5:2 ULB) 
+        * Who is worthy to open the scroll <u>after</u> breaking its seals?
 
 2. If your language uses verb tense or aspect to show that an event happened before one that was already mentioned, consider using that.
 
-  * **<sup>8</sup> Just as Joshua had said to the people, the seven priests carried the seven trumpets of rams' horns before Yahweh, as they advanced, they gave a blast on the trumpets...<sup>10</sup> But Joshua commanded the people, saying, "Do not shout. No sound must leave your mouths until the day I tell you to shout. Only then must you shout."**   (Joshua 6:8-10 ULB)
-      * <sup>8</sup> Just as Joshua had said to the people, the seven priests carried the seven trumpets of rams horns before Yahweh, as they advanced, they gave a blast on the trumpets...<sup>10</sup> But Joshua <u>had commanded</u> the people, saying, "Do not shout. No sound must leave your mouths until the day I tell you to shout. Only then must you shout.
+    * **<sup>8</sup> Just as Joshua had said to the people, the seven priests carried the seven trumpets of rams' horns before Yahweh, as they advanced, they gave a blast on the trumpets...<sup>10</sup> But Joshua commanded the people, saying, "Do not shout. No sound must leave your mouths until the day I tell you to shout. Only then must you shout."**   (Joshua 6:8-10 ULB)
+        * <sup>8</sup> Just as Joshua had said to the people, the seven priests carried the seven trumpets of rams horns before Yahweh, as they advanced, they gave a blast on the trumpets...<sup>10</sup> But Joshua <u>had commanded</u> the people, saying, "Do not shout. No sound must leave your mouths until the day I tell you to shout. Only then must you shout.
 
 3. If your language prefers to tell events in the order that they occur, consider reordering the events. This may require putting two or more verses together (like 5-6). 
 
-  * **<sup>8</sup> Just as Joshua had said to the people, the seven priests carried the seven trumpets of rams horns before Yahweh, as they advanced, they gave a blast on the trumpets...<sup>10</sup> But Joshua commanded the people, saying, "Do not shout. No sound must leave your mouths until the day I tell you to shout. Only then must you shout."**   (Joshua 6:8-10 ULB) 
-      * <sup>8-10</sup> Joshua commanded the people, saying, "Do not shout. No sound must leave your mouths until the day I tell you to shout. Only then must you shout." Then just as Joshua had said to the people, the seven priests carried the seven trumpets of rams horns before Yahweh, as they advanced, they gave a blast on the trumpets ...
+    * **<sup>8</sup> Just as Joshua had said to the people, the seven priests carried the seven trumpets of rams horns before Yahweh, as they advanced, they gave a blast on the trumpets...<sup>10</sup> But Joshua commanded the people, saying, "Do not shout. No sound must leave your mouths until the day I tell you to shout. Only then must you shout."**   (Joshua 6:8-10 ULB) 
+        * <sup>8-10</sup> Joshua commanded the people, saying, "Do not shout. No sound must leave your mouths until the day I tell you to shout. Only then must you shout." Then just as Joshua had said to the people, the seven priests carried the seven trumpets of rams horns before Yahweh, as they advanced, they gave a blast on the trumpets ...
 
-  * **Who is worthy to open the scroll and break its seals?** (Revelation 5:2 ULB) 
-      * Who is worthy to break the seals and open the scroll?
+    * **Who is worthy to open the scroll and break its seals?** (Revelation 5:2 ULB) 
+        * Who is worthy to break the seals and open the scroll?
 
 
 You may also want to watch the video at http://ufw.io/figs_events.
\ No newline at end of file
diff --git a/translate/figs-exclamations/01.md b/translate/figs-exclamations/01.md
index f8217d5..8a29b7a 100644
--- a/translate/figs-exclamations/01.md
+++ b/translate/figs-exclamations/01.md
@@ -41,32 +41,33 @@ Some exclamations in the Bible do not have a main verb. The exclamation below sh
 
 1. If an exclamation in your language needs a verb, add one. Often a good verb is "is" or "are."
 
-  * **You worthless person!** (Matthew 5:22 ULB)
-      * "You <u>are</u> such a worthless person!"
+    * **You worthless person!** (Matthew 5:22 ULB)
+        * "You <u>are</u> such a worthless person!"
 
-  * **Oh, the depth of the riches both of the wisdom and the knowledge of God!** (Romans 11:33 ULB)
-      * "Oh, the riches of the wisdom and the knowledge of God <u>are</u> so deep!"
+    * **Oh, the depth of the riches both of the wisdom and the knowledge of God!** (Romans 11:33 ULB)
+        * "Oh, the riches of the wisdom and the knowledge of God <u>are</u> so deep!"
 
 2. Use an exclamation word from your language that shows the strong feeling. The word "wow" below shows that they were astonished. The expression "Oh no" shows that something terrible or frightening has happened.
 
-  * **They were absolutely astonished, saying, "He has done everything well. He even makes the deaf to hear and the mute to speak."** (Mark 7:36 ULB)
-      * "They were absolutely astonished, saying, "<u>Wow</u>! He has done everything well. He even makes the deaf to hear and the mute to speak." "
+    * **They were absolutely astonished, saying, "He has done everything well. He even makes the deaf to hear and the mute to speak."** (Mark 7:36 ULB)
+        * "They were absolutely astonished, saying, "<u>Wow</u>! He has done everything well. He even makes the deaf to hear and the mute to speak." "
 
-  * **Ah, Lord Yahweh! For I have seen the angel of Yahweh face to face!** (Judges 6:22 ULB)
-      * "__Oh no__, Lord Yahweh! I have seen the angel of Yahweh face to face!"
+    * **Ah, Lord Yahweh! For I have seen the angel of Yahweh face to face!** (Judges 6:22 ULB)
+        * "__Oh no__, Lord Yahweh! I have seen the angel of Yahweh face to face!"
 
 3. Translate the exclamation word with a sentence that shows the feeling.
 
-  * **<u>Ah</u>, Lord Yahweh! For I have seen the angel of Yahweh face to face!** (Judges 6:22 ULB)
-      * Lord Yahweh, <u>what will happen to me</u>? For I have seen the angel of Yahweh face to face!"
-      * <u>Help</u>, Lord Yahweh! For I have seen the angel of Yahweh face to face!
+    * **<u>Ah</u>, Lord Yahweh! For I have seen the angel of Yahweh face to face!** (Judges 6:22 ULB)
+        * Lord Yahweh, <u>what will happen to me</u>? For I have seen the angel of Yahweh face to face!"
+        * <u>Help</u>, Lord Yahweh! For I have seen the angel of Yahweh face to face!
 
 4. Use a word that emphasizes the part of the sentence that brings about the strong feeling.
 
-  * **How unsearchable are his judgments, and his ways beyond discovering!** (Romans 11:33 ULB)
-      * "His judgements are <u>so</u> unsearchable and his ways are <u>far</u> beyond discovering!"
+    * **How unsearchable are his judgments, and his ways beyond discovering!** (Romans 11:33 ULB)
+        * "His judgements are <u>so</u> unsearchable and his ways are <u>far</u> beyond discovering!"
 
 5. If the strong feeling is not clear in the target language, then tell how the person felt.
 
-  * **Gideon understood that this was the angel of Yahweh. Gideon said, "<u>Ah</u>, Lord Yahweh! For I have seen the angel of Yahweh face to face!"** (Judges 6:22 ULB)
-      * "Gideon understood that this was the angel of Yahweh. <u>He was terrified</u> and said, "<u>Ah</u>, Lord Yahweh! I have seen the angel of Yahweh face to face!" (Judges 6:22 ULB)
\ No newline at end of file
+    * **Gideon understood that this was the angel of Yahweh. Gideon said, "<u>Ah</u>, Lord Yahweh! For I have seen the angel of Yahweh face to face!"** (Judges 6:22 ULB)
+        * "Gideon understood that this was the angel of Yahweh. <u>He was terrified</u> and said, "<u>Ah</u>, Lord Yahweh! I have seen the angel of Yahweh face to face!" (Judges 6:22 ULB)
+
diff --git a/translate/figs-exmetaphor/01.md b/translate/figs-exmetaphor/01.md
index 5324715..ffd07bf 100644
--- a/translate/figs-exmetaphor/01.md
+++ b/translate/figs-exmetaphor/01.md
@@ -2,19 +2,19 @@
 ### Description
 
 An extended metaphor occurs when someone speaks of a situation as if it were a different situation. He does this in order to effectively describe the first situation by implying that in some important way it is similar to the other. The second situation has multiple **images** of people, things, and actions that represent those in the first situation. 
- 
+
 #### Reasons this is a translation issue 
 
-  * People may not realize that the images represent other things.
-  * People may not be familiar with the things that are used as images. 
-  * Extended metaphors are often so profound that it would be impossible for a translator to show all of the meaning generated by the metaphor.
+* People may not realize that the images represent other things.
+* People may not be familiar with the things that are used as images. 
+* Extended metaphors are often so profound that it would be impossible for a translator to show all of the meaning generated by the metaphor.
 
 #### Translation Principles  
 
-  * Make the meaning of the extended metaphor as clear to the target audience as it was to the original audience.
-  * Do not make the meaning more clear to the target audience than it was to the original audience.
-  * When someone uses an extended metaphor, the images are an important part of what he is trying to say.
-  * If the target audience is not familiar with some of the images, you will need to find some way of helping them understand the images so they can understand the whole extended metaphor.
+* Make the meaning of the extended metaphor as clear to the target audience as it was to the original audience.
+* Do not make the meaning more clear to the target audience than it was to the original audience.
+* When someone uses an extended metaphor, the images are an important part of what he is trying to say.
+* If the target audience is not familiar with some of the images, you will need to find some way of helping them understand the images so they can understand the whole extended metaphor.
 
 ### Examples from the Bible 
 
@@ -87,7 +87,8 @@ May be translated as:
 3)  If the target audience still would not understand, then state it clearly.
 
 Yahweh is <u>my shepherd</u>; I will lack nothing.** (Psalm 23:1 ULB)
-   * "Yahweh <u>cares for me</u> like a shepherd that cares for his sheep, so I will lack nothing."
+
+* "Yahweh <u>cares for me</u> like a shepherd that cares for his sheep, so I will lack nothing."
 
 >**For the vineyard of Yahweh of hosts <u>is</u> the house of Israel,**  
 >**and the men of Judah his pleasant planting;**  
@@ -102,8 +103,9 @@ Can be translated as:
 
 OR
 
-  * <u>So as a farmer stops caring for a grapevine garden that produces bad fruit</u>, 
-  * <u>Yahweh will stop protecting</u> Israel and Judah, 
-  * <u>because they do not do what is right</u>.
-  * he waited for justice, but instead, there was killing;  
-  * for righteousness, but, instead, a cry for help.
\ No newline at end of file
+* <u>So as a farmer stops caring for a grapevine garden that produces bad fruit</u>, 
+* <u>Yahweh will stop protecting</u> Israel and Judah, 
+* <u>because they do not do what is right</u>.
+* he waited for justice, but instead, there was killing;  
+* for righteousness, but, instead, a cry for help.
+
diff --git a/translate/figs-explicit/01.md b/translate/figs-explicit/01.md
index 8c3043a..fa46b46 100644
--- a/translate/figs-explicit/01.md
+++ b/translate/figs-explicit/01.md
@@ -1,7 +1,7 @@
 
-  * **Assumed knowledge** is whatever a speaker assumes his audience knows before he speaks and gives them some kind of information. The speaker gives the audience information in two ways:
-  * **Explicit information** is what the speaker states directly.
-  * **Implicit information** is what the speaker does not state directly because he expects his audience to be able to learn it from what he says.
+* **Assumed knowledge** is whatever a speaker assumes his audience knows before he speaks and gives them some kind of information. The speaker gives the audience information in two ways:
+* **Explicit information** is what the speaker states directly.
+* **Implicit information** is what the speaker does not state directly because he expects his audience to be able to learn it from what he says.
 
 ### Description
 
@@ -39,35 +39,35 @@ One of the traditions of the elders was a ceremony in which people would wash th
 
 If readers have enough assumed knowledge to be able to understand the message, along with any important implicit information that goes with the explicit information, then it is good to leave that knowledge unstated and leave the implicit information implicit. If the readers do not understand the message because one of these is missing for them, then follow these strategies:
 
-  1. If readers cannot understand the message because they do not have certain assumed knowledge, then provide that knowledge as explicit information. 
-  1. If readers cannot understand the message because they do not know certain implicit information, then state that information clearly, but try to do it in a way that does not imply that the information was new to the original audience.
+1. If readers cannot understand the message because they do not have certain assumed knowledge, then provide that knowledge as explicit information. 
+1. If readers cannot understand the message because they do not know certain implicit information, then state that information clearly, but try to do it in a way that does not imply that the information was new to the original audience.
 
 ### Examples of Translation Strategies Applied
 
 1. If readers cannot understand the message because they do not have certain assumed knowledge, then provide that knowledge as explicit information.
 
-  * **Jesus said to him, "Foxes <u>have holes</u>, and the birds of the sky <u>have nests</u>, but the Son of Man has nowhere to lay his head."**  (Matthew 8:20 ULB) - Assumed knowledge was that the foxes slept in their holes and birds slept in their nests.
-      * Jesus said to him, "Foxes <u>have holes to live in</u>, and the birds of the sky <u>have nests to live in</u>, but the Son of Man has nowhere to lay his head and sleep."
+    * **Jesus said to him, "Foxes <u>have holes</u>, and the birds of the sky <u>have nests</u>, but the Son of Man has nowhere to lay his head."**  (Matthew 8:20 ULB) - Assumed knowledge was that the foxes slept in their holes and birds slept in their nests.
+        * Jesus said to him, "Foxes <u>have holes to live in</u>, and the birds of the sky <u>have nests to live in</u>, but the Son of Man has nowhere to lay his head and sleep."
 
-  * **it will be more tolerable for <u>Tyre and Sidon</u> at the day of judgment than for you**  (Matthew 11:22 ULB) - Assumed knowledge was that the people of Tyre and Sidon were very, very wicked. This can be stated explicitly.
+    * **it will be more tolerable for <u>Tyre and Sidon</u> at the day of judgment than for you**  (Matthew 11:22 ULB) - Assumed knowledge was that the people of Tyre and Sidon were very, very wicked. This can be stated explicitly.
 
-      * ... it will be more tolerable for <u>those cities Tyre and Sidon, whose people were very wicked</u>, at the day of judgment than for you
-  * Or:
-      * ... it will be more tolerable for those <u>wicked cities Tyre and Sidon</u> at the day of judgment than for you
+        * ... it will be more tolerable for <u>those cities Tyre and Sidon, whose people were very wicked</u>, at the day of judgment than for you
+    * Or:
+        * ... it will be more tolerable for those <u>wicked cities Tyre and Sidon</u> at the day of judgment than for you
 
-  * **Why do your disciples violate the traditions of the elders? For <u>they do not wash their hands</u>  when they eat.**  (Matthew 15:2 ULB) - Assumed knowledge was that one of the traditions of the elders was a ceremony in which people would wash their hands in order to be ritually clean before eating, which they must do to be righteous. It was not to remove germs from their hands to avoid sickness, as a modern reader might think.
- 
-      * Why do your disciples violate the traditions of the elders? For <u>they do not go through the ceremonial handwashing ritual of righteousness</u> when they eat.
+    * **Why do your disciples violate the traditions of the elders? For <u>they do not wash their hands</u>  when they eat.**  (Matthew 15:2 ULB) - Assumed knowledge was that one of the traditions of the elders was a ceremony in which people would wash their hands in order to be ritually clean before eating, which they must do to be righteous. It was not to remove germs from their hands to avoid sickness, as a modern reader might think.
+
+        * Why do your disciples violate the traditions of the elders? For <u>they do not go through the ceremonial handwashing ritual of righteousness</u> when they eat.
 
 2. If readers cannot understand the message because they do not know certain implicit information, then state that information clearly, but try to do it in a way that does not imply that the information was new to the original audience.
 
-  * **Then a scribe came to him and said, "Teacher, I will follow you wherever you go." Jesus said to him, "Foxes have holes, and the birds of the sky have nests, but the Son of Man has nowhere to lay his head."** (Matthew 8:19, 20 ULB) - Implicit information is that Jesus himself is the Son of Man. Other implicit information is that if the scribe wanted to follow Jesus, he would have to live like Jesus without a house.
+    * **Then a scribe came to him and said, "Teacher, I will follow you wherever you go." Jesus said to him, "Foxes have holes, and the birds of the sky have nests, but the Son of Man has nowhere to lay his head."** (Matthew 8:19, 20 ULB) - Implicit information is that Jesus himself is the Son of Man. Other implicit information is that if the scribe wanted to follow Jesus, he would have to live like Jesus without a house.
 
-      * Jesus said to him, "Foxes have holes, and the birds of the sky have nests, but <u>I, the Son of Man</u>, have <u>no home to rest in. If you want to follow me, you will live as I live</u>."
-      
-  * **it will be more tolerable for Tyre and Sidon at the day of judgment than for you**  (Matthew 11:22 ULB) - Implicit information is that God would not only judge the people; he would punish them. This can be made explicit.
+        * Jesus said to him, "Foxes have holes, and the birds of the sky have nests, but <u>I, the Son of Man</u>, have <u>no home to rest in. If you want to follow me, you will live as I live</u>."
 
-      * At the day of judgment, God will <u>punish Tyre and Sidon</u>, cities whose people were very wicked, <u>less severely than he will punish you</u>
-      * At the day of judgment, God will <u>punish you more severely</u> than Tyre and Sidon, cities whose people were very wicked.
+    * **it will be more tolerable for Tyre and Sidon at the day of judgment than for you**  (Matthew 11:22 ULB) - Implicit information is that God would not only judge the people; he would punish them. This can be made explicit.
+
+        * At the day of judgment, God will <u>punish Tyre and Sidon</u>, cities whose people were very wicked, <u>less severely than he will punish you</u>
+        * At the day of judgment, God will <u>punish you more severely</u> than Tyre and Sidon, cities whose people were very wicked.
 
 Modern readers may not know some of the things that the people in the Bible and the people who first read it knew. This can make it hard for them to understand what a speaker or writer says, and to learn things that the speaker left implicit. Translators may need to state some things explicitly in the translation that the original speaker or writer left unstated or implicit.
\ No newline at end of file
diff --git a/translate/figs-explicitinfo/01.md b/translate/figs-explicitinfo/01.md
index b1f8865..4c6d885 100644
--- a/translate/figs-explicitinfo/01.md
+++ b/translate/figs-explicitinfo/01.md
@@ -23,21 +23,23 @@ In the biblical languages, it was normal to introduce direct speech with two ver
 
 ### Translation Strategies
 
-  1. If the explicit information of the source language sounds natural in the target language, then translate it as explicit information. 
-  1. If the explicit information does not sound natural in the target language or seems unnecessary or confusing, leave the explicit information implicit. Only do this if the reader can understand this information from the context. You can test this by asking the reader a question about the passage.
+1. If the explicit information of the source language sounds natural in the target language, then translate it as explicit information. 
+1. If the explicit information does not sound natural in the target language or seems unnecessary or confusing, leave the explicit information implicit. Only do this if the reader can understand this information from the context. You can test this by asking the reader a question about the passage.
 
 ### Examples of Translation Strategies Applied
 
 1. If the explicit information of the source language sounds natural in the target language, then translate it as explicit information.
-  * There would be no change to the text using this strategy, so no examples are given here.
+
+    * There would be no change to the text using this strategy, so no examples are given here.
+
 2. If the explicit information does not sound natural in the target language or seems unnecessary or confusing, leave the explicit information implicit. Only do this if the reader can understand this information from the context. You can test this by asking the reader a question about the passage.
 
-  * **And Abimelech came to the tower and fought against it and drew near to the door of the tower to burn it with fire.**  (Judges 9:52 ESV) 
-      * Abimelech came to the tower and fought against it and drew near to the door of the tower <u>to burn it</u>. Or <u>…to set it on fire</u>. 
-     
+    * **And Abimelech came to the tower and fought against it and drew near to the door of the tower to burn it with fire.**  (Judges 9:52 ESV) 
+        * Abimelech came to the tower and fought against it and drew near to the door of the tower <u>to burn it</u>. Or <u>…to set it on fire</u>. 
+
 In English, it is clear that the action of this verse follows the action of the previous verse without the use of the connector “and” at the beginning, so it was omitted. Also, the words “with fire” were left out, because this information is communicated implicitly by the word “burn.” An alternative translation for “to burn it” is “to set it on fire.” It is not natural in English to use both “burn” and “fire,” so the English translator should choose only one of them. You can test if the readers understood the implicit information by asking, “How would the door burn?” If they knew it was by fire, then they have understood the implicit information. Or, if you chose the second option, you could ask, “What happens to a door that is set on fire?” If the readers answer, “It burns,” then they have understood the implicit information.
-     
-  * **The centurion answered and said, "Lord, I am not worthy that you should enter under my roof…”** (Matthew 8:8 ULB)
-      * The centurion <u>answered</u>, "Lord, I am not worthy that you should enter under my roof…”
-     
+
+* **The centurion answered and said, "Lord, I am not worthy that you should enter under my roof…”** (Matthew 8:8 ULB)
+    * The centurion <u>answered</u>, "Lord, I am not worthy that you should enter under my roof…”
+
 In English, the information that the centurion answered by speaking is included in the verb “answered,” so the verb “said” can be left implicit. You can test if the readers understood the implicit information by asking, “How did the centurion answer?” If they knew it was by speaking, then they have understood the implicit information.
\ No newline at end of file
diff --git a/translate/figs-extrainfo/01.md b/translate/figs-extrainfo/01.md
index 68b983e..29de2ec 100644
--- a/translate/figs-extrainfo/01.md
+++ b/translate/figs-extrainfo/01.md
@@ -7,11 +7,11 @@ Sometimes it is better not to state assumed knowledge or implicit information ex
 
 #### Translation Principles
 
-  * If a speaker or author intentionally left something unclear, do not try to make it more clear.
-  * If the original audience did not understand what the speaker meant, do not make it so clear that your readers would find it strange that the original audience did not understand.
-  * If you need to explicitly state some assumed knowledge or implicit information, try to do it in a way that it does not make your readers think that the original audience needed to be told those things.
-  * Do not make it explicit if it throws the message out of focus and leads the readers to forget what the main point is.
-  * Do not make assumed knowledge or implicit information explicit if your readers already understand it.
+* If a speaker or author intentionally left something unclear, do not try to make it more clear.
+* If the original audience did not understand what the speaker meant, do not make it so clear that your readers would find it strange that the original audience did not understand.
+* If you need to explicitly state some assumed knowledge or implicit information, try to do it in a way that it does not make your readers think that the original audience needed to be told those things.
+* Do not make it explicit if it throws the message out of focus and leads the readers to forget what the main point is.
+* Do not make assumed knowledge or implicit information explicit if your readers already understand it.
 
 ### Examples from the Bible
 
diff --git a/translate/figs-gendernotations/01.md b/translate/figs-gendernotations/01.md
index 7cb5da0..78daf1a 100644
--- a/translate/figs-gendernotations/01.md
+++ b/translate/figs-gendernotations/01.md
@@ -11,8 +11,8 @@ Also in some languages, the masculine pronouns "he" and "him" can be used in a m
 
 #### Reason this is a translation issue
 
-  * In some cultures words like "man," "brother," and "son" can only be used to refer to men. If those words are used in a translation in a more general way, people will think that what is being said does not apply to women.
-  * In some cultures, the masculine pronouns "he" and "him" can only refer to men. If a masculine pronoun is used, people will think that what is said does not apply to women.
+* In some cultures words like "man," "brother," and "son" can only be used to refer to men. If those words are used in a translation in a more general way, people will think that what is being said does not apply to women.
+* In some cultures, the masculine pronouns "he" and "him" can only refer to men. If a masculine pronoun is used, people will think that what is said does not apply to women.
 
 #### Translation Principles
 
@@ -36,24 +36,25 @@ Jesus was not speaking only of men, but of **men and women**.
 
 If people would understand that that masculine words like "man," "brother," and "he" can include women, then consider using them. Otherwise, here are some ways for translating those words when they include women. 
 
-  1. Use a noun that can be used for both men and women.
-  1. Use a word that refers to men and a word that refers to women.
-  1. Use pronouns that can be used for both men and women.
+1. Use a noun that can be used for both men and women.
+1. Use a word that refers to men and a word that refers to women.
+1. Use pronouns that can be used for both men and women.
 
 ### Examples of Translation Strategies Applied
 
 1. Use nouns that can be used for both men and women.
 
-  * **The wise <u>man</u> dies just like the fool dies.** (Ecclesiastes 2:16 ULB)
-      * "The wise <u>person</u> dies just like the fool dies." 
-      * "Wise <u>people</u> die just like fools die."
+    * **The wise <u>man</u> dies just like the fool dies.** (Ecclesiastes 2:16 ULB)
+        * "The wise <u>person</u> dies just like the fool dies." 
+        * "Wise <u>people</u> die just like fools die."
 
 2. Use a word that refers to men and a word that refers to women.
 
-  * **For we do not want you to be ignorant, <u>brothers</u>, about the troubles we had in Asia.** (2 Corinthians 1:8) - Paul was writing this letter to both men and women.
-      * "For we do not want you to be ignorant, <u>brothers and sisters</u>, about the troubles we had in Asia." (2 Corinthians 1:8)
+    * **For we do not want you to be ignorant, <u>brothers</u>, about the troubles we had in Asia.** (2 Corinthians 1:8) - Paul was writing this letter to both men and women.
+        * "For we do not want you to be ignorant, <u>brothers and sisters</u>, about the troubles we had in Asia." (2 Corinthians 1:8)
 
 3. Use pronouns that can be used for both men and women.
 
-  * **If anyone wants to follow me, he must deny himself, take up his cross, and follow me."** (Matthew 16:24 ULB) - English speakers can change the masculine singular pronouns, "he," "himself," and "his" to plural pronouns that do not mark gender, "they," "themselves," and "their" in order to show that it applies to all people, not just men.
-      * "If <u>people</u> want to follow me, <u>they</u> must deny <u>themselves</u>, take up <u>their</u> cross, and follow me."
\ No newline at end of file
+    * **If anyone wants to follow me, he must deny himself, take up his cross, and follow me."** (Matthew 16:24 ULB) - English speakers can change the masculine singular pronouns, "he," "himself," and "his" to plural pronouns that do not mark gender, "they," "themselves," and "their" in order to show that it applies to all people, not just men.
+        * "If <u>people</u> want to follow me, <u>they</u> must deny <u>themselves</u>, take up <u>their</u> cross, and follow me."
+
diff --git a/translate/figs-genericnoun/01.md b/translate/figs-genericnoun/01.md
index 777d888..a73ef86 100644
--- a/translate/figs-genericnoun/01.md
+++ b/translate/figs-genericnoun/01.md
@@ -1,5 +1,5 @@
 
- 
+
 ### Description
 
 Generic noun phrases refer to people or things in general rather than to specific individuals or things. This happens frequently in proverbs, because proverbs tell about things that are true about people in general. 
@@ -31,30 +31,37 @@ The phrase "a good man" does not refer to a particular man, but to any person wh
 
 If your language can use the same wording as in the ULB to refer to people or things in general rather than to specific individuals or things, consider using the same wording. Here are some strategies you might use.
 
-  1. Use the word "the" in the noun phrase. 
-  1. Use the word "a" in the noun phrase. 
-  1. Use the word "any", as in "any person" or "anyone." 
-  1. Use the plural form, as in "people." 
-  1. Use any other way that is natural in your language.  
+1. Use the word "the" in the noun phrase. 
+1. Use the word "a" in the noun phrase. 
+1. Use the word "any", as in "any person" or "anyone." 
+1. Use the plural form, as in "people." 
+1. Use any other way that is natural in your language.  
 
 ### Examples of Translation Strategies Applied
 
 1. Use the word "the" in the noun phrase.
-  * **Yahweh gives favor to <u>a good man</u>, but he condemns <u>a man who makes evil plans</u>.** (Proverbs 12:2 ULB)
-      * "Yahweh gives favor to <u>the good man</u>, but he condemns <u>the man who makes evil plans</u>." (Proverbs 12:2) 
+
+    * **Yahweh gives favor to <u>a good man</u>, but he condemns <u>a man who makes evil plans</u>.** (Proverbs 12:2 ULB)
+        * "Yahweh gives favor to <u>the good man</u>, but he condemns <u>the man who makes evil plans</u>." (Proverbs 12:2) 
 
 1. Use the word "a" in the noun phrase.
-  * **People curse <u>the man</u> who refuses to sell them grain.** (Proverbs 11:26 ULB)
-      * "People curse <u>a man</u> who refuses to sell them grain" 
 
-> 1. Use the word "any, as in "any person" or "anyone." 
-  * **People curse <u>the man</u> who refuses to sell them grain.** (Proverbs 11:26 ULB)
-      * "People curse <u>any man</u> who refuses to sell them grain." 
+    * **People curse <u>the man</u> who refuses to sell them grain.** (Proverbs 11:26 ULB)
+        * "People curse <u>a man</u> who refuses to sell them grain" 
+
+1. Use the word "any, as in "any person" or "anyone." 
+
+    * **People curse <u>the man</u> who refuses to sell them grain.** (Proverbs 11:26 ULB)
+        * "People curse <u>any man</u> who refuses to sell them grain." 
 
 1. Use the plural form, as in "people" (or in this sentence, "men"). 
-  * **People curse <u>the man</u> who refuses to sell them grain.** (Proverbs 11:26 ULB)
-      * "People curse <u>men</u> who refuse to sell them grain" 
+
+    * **People curse <u>the man</u> who refuses to sell them grain.** (Proverbs 11:26 ULB)
+        * "People curse <u>men</u> who refuse to sell them grain" 
 
 1. Use any other way that is natural in your language.  
-  * **People curse <u>the man</u> who refuses to sell them grain.** (Proverbs 11:26 ULB)
-      * "People curse <u>whoever</u> refuses to sell them grain."
\ No newline at end of file
+
+    * **People curse <u>the man</u> who refuses to sell them grain.** (Proverbs 11:26 ULB)
+        * "People curse <u>whoever</u> refuses to sell them grain."
+
+
diff --git a/translate/figs-go/01.md b/translate/figs-go/01.md
index ba01ef9..53ddce2 100644
--- a/translate/figs-go/01.md
+++ b/translate/figs-go/01.md
@@ -38,26 +38,27 @@ In some languages, it might make more sense to say that Elizabeth did not <u>com
 
 If the word used in the ULB would be natural and give the right meaning in your language, consider using it. If not, here are other strategies.  
 
-  1. Use the word "go," "come," "take," or "bring" that would be natural in your language.
-  1. Use another word that expresses the right meaning.
+1. Use the word "go," "come," "take," or "bring" that would be natural in your language.
+1. Use another word that expresses the right meaning.
 
 ### Examples of Translation Strategies Applied
 
 1. Use the word "go," "come," "take," or "bring" that would be natural in your language.  
 
-  * **But you will be free from my oath if you <u>come</u> to my relatives and they will not give her to you.** (Genesis 24:41 ULB)
-      * But you will be free from my oath if you <u>go</u> to my relatives and they will not give her to you. 
+    * **But you will be free from my oath if you <u>come</u> to my relatives and they will not give her to you.** (Genesis 24:41 ULB)
+        * But you will be free from my oath if you <u>go</u> to my relatives and they will not give her to you. 
 
-  * **Some time after this, his wife Elizabeth became pregnant, but she did not <u>go</u> out in public for five months.** (Luke 1:24 UDB)
-      * Some time after this, his wife Elizabeth became pregnant, but she did not <u>come</u> out in public for five months.
+    * **Some time after this, his wife Elizabeth became pregnant, but she did not <u>go</u> out in public for five months.** (Luke 1:24 UDB)
+        * Some time after this, his wife Elizabeth became pregnant, but she did not <u>come</u> out in public for five months.
 
 2. Use another word that expresses the right meaning.
 
-  * **When you have <u>come</u> to the land that Yahweh your God gives you, and when you take possession of it and begin to live in it ...** (Deuteronomy 17:14 ULB)
-      * "When you have <u>arrived</u> in the land that Yahweh your God gives you, and when you take possession of it and begin to live in it ..."
+    * **When you have <u>come</u> to the land that Yahweh your God gives you, and when you take possession of it and begin to live in it ...** (Deuteronomy 17:14 ULB)
+        * "When you have <u>arrived</u> in the land that Yahweh your God gives you, and when you take possession of it and begin to live in it ..."
 
-  * **Yahweh said to Noah, "<u>Come</u>, you and all your household, into the ark ...** (Genesis 7:1 ULB)
-      * "Yahweh said to Noah, "<u>Enter</u>, you and all your household, into the ark ..."
+    * **Yahweh said to Noah, "<u>Come</u>, you and all your household, into the ark ...** (Genesis 7:1 ULB)
+        * "Yahweh said to Noah, "<u>Enter</u>, you and all your household, into the ark ..."
+
+    * **Some time after this, his wife Elizabeth became pregnant, but she did not <u>go</u> out in public for five months.** (Luke 1:24 UDB)
+        * Some time after this, his wife Elizabeth became pregnant, but she did not <u>appear</u> in public for five months.
 
-  * **Some time after this, his wife Elizabeth became pregnant, but she did not <u>go</u> out in public for five months.** (Luke 1:24 UDB)
-      * Some time after this, his wife Elizabeth became pregnant, but she did not <u>appear</u> in public for five months.
\ No newline at end of file
diff --git a/translate/figs-grammar/01.md b/translate/figs-grammar/01.md
index aa88a6f..d0cdffb 100644
--- a/translate/figs-grammar/01.md
+++ b/translate/figs-grammar/01.md
@@ -5,15 +5,16 @@ Grammar has two main parts: words and structure. Structure involves how we put w
 
 **Sentences** -  When we speak, we organize our thoughts in sentences. A sentence usually has a complete thought about an event or a situation or state of being. (see [Sentence Structure](../figs-sentences/01.md))
 
-  * Sentences can be statements, questions, commands, or exclamations. (see [Exclamations](../figs-sentencetypes/01.md))
-  * Sentences can have more than one clause. (see [Sentence Structure](../figs-sentences/01.md))
-  * Some languages have both active and  passive sentences. (see [Active or Passive](../figs-activepassive/01.md))
+* Sentences can be statements, questions, commands, or exclamations. (see [Exclamations](../figs-sentencetypes/01.md))
+* Sentences can have more than one clause. (see [Sentence Structure](../figs-sentences/01.md))
+* Some languages have both active and  passive sentences. (see [Active or Passive](../figs-activepassive/01.md))
 
 **Possession** - This shows that there is a relationship between two nouns. In English it is marked with "of" as in "the love of God," or with "'s" as in "God's love," or with a possessive pronoun as in "his love." (see [Possession](../figs-possession/01.md))
 
 **Quotations** -  A quotation is a report of what someone else has said.  
 
-  * Quotations normally have two parts: Information about who said something and what the person said. (see [Quotations and Quote Margins](../writing-quotations/01.md)) 
-  * Quotations can be either direct quotes or indirect quotes.  (see [Direct and Indirect Quotations](../figs-quotations/01.md)) 
-  * Quotes can have quotes within them. (see [Quotes within Quotes](../figs-quotesinquotes/01.md))  
-  * Quotes can be marked to make it easy for readers to understand who said what. (see [Quote Markings](../figs-quotemarks/01.md))
\ No newline at end of file
+* Quotations normally have two parts: Information about who said something and what the person said. (see [Quotations and Quote Margins](../writing-quotations/01.md)) 
+* Quotations can be either direct quotes or indirect quotes.  (see [Direct and Indirect Quotations](../figs-quotations/01.md)) 
+* Quotes can have quotes within them. (see [Quotes within Quotes](../figs-quotesinquotes/01.md))  
+* Quotes can be marked to make it easy for readers to understand who said what. (see [Quote Markings](../figs-quotemarks/01.md))
+
diff --git a/translate/figs-hendiadys/01.md b/translate/figs-hendiadys/01.md
index aa0f851..164a53d 100644
--- a/translate/figs-hendiadys/01.md
+++ b/translate/figs-hendiadys/01.md
@@ -10,8 +10,8 @@ Though "kingdom" and "glory" are both nouns, "glory" actually tells what kind of
 
 #### Reasons this is a translation issue
 
-  * Often hendiadys contains an abstract noun. Some languages may not have a noun with the same meaning.
-  * Many languages do not use hendiadys, so people may not understand how the two words work together; one word describing the other. 
+* Often hendiadys contains an abstract noun. Some languages may not have a noun with the same meaning.
+* Many languages do not use hendiadys, so people may not understand how the two words work together; one word describing the other. 
 
 ### Examples from the Bible
 
@@ -27,35 +27,36 @@ Though "kingdom" and "glory" are both nouns, "glory" actually tells what kind of
 
 If the hendiadys would be natural and give the right meaning in your language, consider using it. If not, here are other options:
 
-  1. Substitute the describing noun with an adjective that means the same thing.
-  1. Substitute the describing noun with a phrase that means the same thing.
-  1. Substitute the describing adjective with an adverb that means the same thing. 
-  1. Substitute other parts of speech that mean the same thing and show that one word describes the other.
+1. Substitute the describing noun with an adjective that means the same thing.
+1. Substitute the describing noun with a phrase that means the same thing.
+1. Substitute the describing adjective with an adverb that means the same thing. 
+1. Substitute other parts of speech that mean the same thing and show that one word describes the other.
 
 ### Examples of Translation Strategies Applied
 
 1. Substitute the describing noun with an adjective that means the same thing.
 
-  * **for I will give you <u>words and wisdom</u>** (Luke 21:15 ULB)
-      * for I will give you <u>wise words</u>
+    * **for I will give you <u>words and wisdom</u>** (Luke 21:15 ULB)
+        * for I will give you <u>wise words</u>
 
-  * **that you should walk in a manner that is worthy of God, who calls you to <u>his own kingdom and glory</u>.**  (1 Thessalonians 2:12 ULB)
-      * that you should walk in a manner that is worthy of God, who calls you to <u>his own glorious kingdom</u>.
+    * **that you should walk in a manner that is worthy of God, who calls you to <u>his own kingdom and glory</u>.**  (1 Thessalonians 2:12 ULB)
+        * that you should walk in a manner that is worthy of God, who calls you to <u>his own glorious kingdom</u>.
 
 2. Substitute the describing noun with a phrase that means the same thing.
 
-  * **for I will give you <u>words and wisdom</u>.** (Luke 21:15 ULB)
-      * for I will give you <u>words of wisdom</u>.
+    * **for I will give you <u>words and wisdom</u>.** (Luke 21:15 ULB)
+        * for I will give you <u>words of wisdom</u>.
 
-  * **that you should walk in a manner that is worthy of God, who calls you to <u>his own kingdom and glory</u>.**  (1 Thessalonians 2:12 ULB)
-      * that you should walk in a manner that is worthy of God, who calls you to <u>his own kingdom of glory</u>.
+    * **that you should walk in a manner that is worthy of God, who calls you to <u>his own kingdom and glory</u>.**  (1 Thessalonians 2:12 ULB)
+        * that you should walk in a manner that is worthy of God, who calls you to <u>his own kingdom of glory</u>.
 
 3. Substitute the describing adjective with an adverb that means the same thing. 
 
-  * **if you are <u>willing</u> and <u>obedient</u>** (Isaiah 1:19 ULB)
-      * if you are <u>willingly obedient</u>
+    * **if you are <u>willing</u> and <u>obedient</u>** (Isaiah 1:19 ULB)
+        * if you are <u>willingly obedient</u>
 
 4. Substitute other parts of speech that mean the same thing and show that one word describes the other.
 
-  * **if you are, <u>willing and obedient</u>** (Isaiah 1:19 ULB) - The adjective "obedient" can be substituted with the verb "obey."
-      * if you <u>obey willingly</u>
\ No newline at end of file
+    * **if you are, <u>willing and obedient</u>** (Isaiah 1:19 ULB) - The adjective "obedient" can be substituted with the verb "obey."
+        * if you <u>obey willingly</u>
+
diff --git a/translate/figs-hyperbole/01.md b/translate/figs-hyperbole/01.md
index dceb853..c790eaa 100644
--- a/translate/figs-hyperbole/01.md
+++ b/translate/figs-hyperbole/01.md
@@ -1,10 +1,10 @@
 
- 
+
 ### Description
 
 A speaker or writer can use exactly the same words to say something he means as completely true, as generally true, or as a hyperbole. This is why it can be hard to decide how to understand a statement.
 
-  * It rains here every night. 
+* It rains here every night. 
 
 1. The speaker means this as literally true if he means that it really does rain here every night.
 2. The speaker means this as a generalization if he means that it rains here most nights.
@@ -14,24 +14,24 @@ A speaker or writer can use exactly the same words to say something he means as
 
 >They will not leave <u>one stone upon another</u> (Luke 19:44 ULB)
 
-   * This is an exaggeration. It means that the enemies will completely destroy Jerusalem.
+* This is an exaggeration. It means that the enemies will completely destroy Jerusalem.
 
 **Generalization:** This is a statement that is true most of the time or in most situations that it could apply to. 
 
 >The one who ignores instruction <u>will have poverty and shame,</u>
 >but <u>honor will come</u> to him who learns from correction. (Proverbs 13:18)
 
-  * These generalizations tell about what normally happens to people who ignore instruction and what normally happens to people who learn from correction. 
+* These generalizations tell about what normally happens to people who ignore instruction and what normally happens to people who learn from correction. 
 
 >And when you pray, do not make useless repetitions as <u>the Gentiles do, for they think that they will be heard because of their many words.</u> (Matthew 6:7)
 
-  * This generalization tells about what Gentiles were known for doing. Many Gentiles may have done this.
+* This generalization tells about what Gentiles were known for doing. Many Gentiles may have done this.
 
 Even though a generalization may have a strong-sounding word like "all," "always," "none," or "never," it does not necessarliy mean **exactly** "all," "always," "none," or "never." It  simply means "most, "most of the time," "hardly any" or "rarely."
 
 >Moses was educated in <u>all the learning of the Egyptians</u> (Acts 7:22 ULB)
- 
-  * This generalization means that he had learned much of what the Egyptians knew and taught.
+
+* This generalization means that he had learned much of what the Egyptians knew and taught.
 
 #### Reason this is a translation issue
 
@@ -79,33 +79,34 @@ Yahweh is always righteous. This is a completely true statement.
 
 If the exaggeration or generalization would be natural and people would understand it and not think that it is a lie, consider using it. If not, here are other options.
 
-  1. Express the meaning without the exaggeration. 
-  2. For a generalization, show that it is a generalization by using a phrase like "in general" or "in most cases." 
-  3. For a generalization, add a word like "most" or "almost" to show that the generalization is not exact.
-  3. For a generalization that has a word like "all," always," "none," or "never," consider deleting that word. 
+1. Express the meaning without the exaggeration. 
+2. For a generalization, show that it is a generalization by using a phrase like "in general" or "in most cases." 
+3. For a generalization, add a word like "most" or "almost" to show that the generalization is not exact.
+3. For a generalization that has a word like "all," always," "none," or "never," consider deleting that word. 
 
 
 ### Examples of Translation Strategies Applied
 
 1. Express the meaning without the exaggeration.
- 
- * **The Philistines gathered together to fight against Israel: thirty thousand chariots, six thousand men to drive the chariots, and troops <u>as numerous as the sand on the seashore</u>.** (1 Samuel 13:5 ULB)
-     * The Philistines gathered together to fight against Israel: thirty thousand chariots, six thousand men to drive the chariots, and <u>a great number of troops</u>.
+
+    * **The Philistines gathered together to fight against Israel: thirty thousand chariots, six thousand men to drive the chariots, and troops <u>as numerous as the sand on the seashore</u>.** (1 Samuel 13:5 ULB)
+        * The Philistines gathered together to fight against Israel: thirty thousand chariots, six thousand men to drive the chariots, and <u>a great number of troops</u>.
 
 2. For a generalization, show that it is a generalization by using a phrase like "in general" or "in most cases." 
 
- * **The one who ignores instruction will have poverty and shame ...** (Proverbs 13:18 ULB)
-     * <u>In general,</u> the one who ignores instruction will have poverty and shame
- * **And when you pray, do not make useless repetitions as the Gentiles do, for they think that they will be heard because of their many words.** (Matthew 6:7)
-     * "And when you pray, do not make useless repetitions as the Gentiles <u>generally</u> do, for they think that they will be heard because of their many words." 
+    * **The one who ignores instruction will have poverty and shame ...** (Proverbs 13:18 ULB)
+        * <u>In general,</u> the one who ignores instruction will have poverty and shame
+    * **And when you pray, do not make useless repetitions as the Gentiles do, for they think that they will be heard because of their many words.** (Matthew 6:7)
+        * "And when you pray, do not make useless repetitions as the Gentiles <u>generally</u> do, for they think that they will be heard because of their many words." 
 
 3. For a generalization, add a word like "most" or "almost" to show that the generalization is not exact. 
 
- * **The <u>whole</u> country of Judea and <u>all</u> the people of Jerusalem went out to him.** (Mark 1:5 ULB)
-     * <u>Almost all</u> the country of Judea and <u>almost all</u> the people of Jerusalem went out to him."
-     * <u>Most</u> of the country of Judea and <u>most</u> of the people of Jerusalem went out to him."
+    * **The <u>whole</u> country of Judea and <u>all</u> the people of Jerusalem went out to him.** (Mark 1:5 ULB)
+        * <u>Almost all</u> the country of Judea and <u>almost all</u> the people of Jerusalem went out to him."
+        * <u>Most</u> of the country of Judea and <u>most</u> of the people of Jerusalem went out to him."
 
 4. For a generalization that has a word like "all," always," "none," or "never," consider deleting that word.
 
- * **The <u>whole</u> country of Judea and <u>all</u> the people of Jerusalem went out to him.** (Mark 1:5 ULB)
-     * The country of Judea and the people of Jerusalem went out to him.
\ No newline at end of file
+    * **The <u>whole</u> country of Judea and <u>all</u> the people of Jerusalem went out to him.** (Mark 1:5 ULB)
+        * The country of Judea and the people of Jerusalem went out to him.
+
diff --git a/translate/figs-hypo/01.md b/translate/figs-hypo/01.md
index dd41d21..60132fa 100644
--- a/translate/figs-hypo/01.md
+++ b/translate/figs-hypo/01.md
@@ -7,26 +7,26 @@ Hypothetical situations are situations that are not real. They can be in the pas
 
 People sometimes tell about conditions and what would happen if those conditions were met, but they know that these things have not happened or probably will not happen. (The conditions are the phrase that start with "if.")
 
-  * If he had known about the party, he would have come to it. (But he did not come.)
-  * If he knew about the party, he would be here. (But he is not here.)
-  * If he knew about the party, he would come to it. (But he probably will not come.)
+* If he had known about the party, he would have come to it. (But he did not come.)
+* If he knew about the party, he would be here. (But he is not here.)
+* If he knew about the party, he would come to it. (But he probably will not come.)
 
 People sometimes express wishes about things that have not happened or that are not expected to happen.
 
-  * I wish he had come. 
-  * I wish he were here.
-  * I wish he would come.
+* I wish he had come. 
+* I wish he were here.
+* I wish he would come.
 
 People sometimes express regrets about things that have not happened or that are not expected to happen.
 
-  * If only he had come.
-  * If only he were here.
-  * If only he would come.
+* If only he had come.
+* If only he were here.
+* If only he would come.
 
 #### Reason this is a translation issue
 
-  * Translators need to recognize the different kinds of hypothetical situations in the Bible.
-  * Translators need to know their own language's ways of talking about different kinds of hypothetical situations.
+* Translators need to recognize the different kinds of hypothetical situations in the Bible.
+* Translators need to know their own language's ways of talking about different kinds of hypothetical situations.
 
 ### Examples from the Bible
 
@@ -42,7 +42,7 @@ Here in Matthew 11:21 Jesus said that <u>if</u> the people living in the ancient
 
 Martha said this to express her wish that Jesus had come sooner. But Jesus did not come sooner, and her brother did die.
 
-2.Hypothetical situations in the present
+2. Hypothetical situations in the present
 
 > Also, no man puts new wine into old wineskins. If he did that, the new wine would burst the skins, and the wine would be spilled, and the wineskins would be destroyed. (Luke 5:37 ULB)
 
@@ -54,15 +54,15 @@ Jesus told about what would happen if a person were to put new wine into old win
 
 Jesus asked the religious leaders what they would do on the Sabbath if one of their sheep fell into a hole. He was not saying that their sheep would fall into a hole. He used this imaginary situation to show them that they were wrong to judge him for healing people on the Sabbath. 
 
-3.Hypothetical situation in the future
+3. Hypothetical situation in the future
 
 > <u>Unless those days are shortened, no flesh would be saved</u>; but for the sake of the elect, those days will be shortened. (Matthew 24:22 ULB)
 
 
 Jesus was talking about a future time when very bad things would happen. He told what would happen if those days of trouble were to last a long time. He did this to show about how bad those days will be - so bad that if they lasted a long time, no one would be saved. But then he clarified that God will shorten those days of trouble, so that the elect (those he has chosen) will be saved.  
 
-4.Expressing emotion about a hypothetical situation
- 
+4. Expressing emotion about a hypothetical situation
+
 Regrets and wishes are very similar.
 >The Israelites said to them, "<u>If only we had died by Yahweh's hand in the land of Egypt when we were sitting by the pots of meat and were eating bread to the full.</u> For you have brought us out into this wilderness to kill our whole community with hunger." (Exodus 16:3 ULB)
 
@@ -78,12 +78,13 @@ Jesus wished that the people were either hot or cold, but they are neither. He w
 
 Know how people speaking your language show:
 
-  * that something could have happened, but did not.
-  * that something could be true now, but is not.
-  * that something could happen in the future, but will not unless something changes.
-  * that they wish for something, but it does not happen.
-  * that they regret that something did not happen.
+* that something could have happened, but did not.
+* that something could be true now, but is not.
+* that something could happen in the future, but will not unless something changes.
+* that they wish for something, but it does not happen.
+* that they regret that something did not happen.
 
 Use your language's ways of showing these kinds of things. 
 
-You may also want to watch the video at http://ufw.io/figs_hypo.
\ No newline at end of file
+You may also want to watch the video at http://ufw.io/figs_hypo.
+
diff --git a/translate/figs-idiom/01.md b/translate/figs-idiom/01.md
index b5acebc..f81e732 100644
--- a/translate/figs-idiom/01.md
+++ b/translate/figs-idiom/01.md
@@ -28,9 +28,9 @@ This idiom means "Listen carefully and remember what I say."
 
 #### Reasons this is a translation issue
 
-  * People can easily misunderstand idioms in the original languages of the Bible if they do not know the cultures that produced the Bible.
-  * People can easily misunderstand idioms that are in the source language Bibles if they do not know the cultures that made those translations.
-  * It is useless to translate idioms literally (according to the meaning of each word) when the target language audience will not understand what they mean.
+* People can easily misunderstand idioms in the original languages of the Bible if they do not know the cultures that produced the Bible.
+* People can easily misunderstand idioms that are in the source language Bibles if they do not know the cultures that made those translations.
+* It is useless to translate idioms literally (according to the meaning of each word) when the target language audience will not understand what they mean.
 
 ### Examples from the Bible
 
@@ -57,19 +57,20 @@ If the idiom would be clearly understood in your language, consider using it. If
 
 1. Translate the meaning plainly without using an idiom.
 
-  * **Then all Israel came to David at Hebron and said, "Look, we are your <u>flesh and bone</u>."** ( 1 Chronicles 11:1 ULB)
-     * ...Look, we all <u>belong to the same nation</u>.
+    * **Then all Israel came to David at Hebron and said, "Look, we are your <u>flesh and bone</u>."** ( 1 Chronicles 11:1 ULB)
+        * ...Look, we all <u>belong to the same nation</u>.
 
-  * **he <u>resolutely set his face</u> to go to Jerusalem.** (Luke 9:51 ULB) 
-     * He started to travel to Jerusalem, <u>determined to reach it</u>.
+    * **he <u>resolutely set his face</u> to go to Jerusalem.** (Luke 9:51 ULB) 
+        * He started to travel to Jerusalem, <u>determined to reach it</u>.
 
-  * **I am not worthy that you should enter <u>under my roof</u>.** (Luke 7:6 ULB) 
-     * I am not worthy that you should enter <u>my house</u>.
+    * **I am not worthy that you should enter <u>under my roof</u>.** (Luke 7:6 ULB) 
+        * I am not worthy that you should enter <u>my house</u>.
 
 1. Use an idiom that people use in your own language that has the same meaning.
 
-  * **Let these words <u>go deeply into your ears</u>**  (Luke 9:44 ULB) 
-     * <u>Be all ears</u> when I say these words to you.
+    * **Let these words <u>go deeply into your ears</u>**  (Luke 9:44 ULB) 
+        * <u>Be all ears</u> when I say these words to you.
+
+    * **"My <u>eyes grow dim</u> from grief** (Psalm 6:7 ULB)
+        * I am crying my <u>eyes out</u>
 
-  * **"My <u>eyes grow dim</u> from grief** (Psalm 6:7 ULB)
-     * I am crying my <u>eyes out</u>
\ No newline at end of file
diff --git a/translate/figs-imperative/01.md b/translate/figs-imperative/01.md
index f12c95f..f85e307 100644
--- a/translate/figs-imperative/01.md
+++ b/translate/figs-imperative/01.md
@@ -54,21 +54,21 @@ The purpose of Proverbs 22:6 below is teach what people can expect to happen if
 
 1. If people would not use an imperative sentence for one of the functions in the Bible, try using a statement instead.
 
-  * **Be clean.** (Matthew 8:3 ULB)
-      * "You are now clean."
-      * "I now cleanse you." 
+    * **Be clean.** (Matthew 8:3 ULB)
+        * "You are now clean."
+        * "I now cleanse you." 
 
-  * **God said, "<u>Let there be</u> light," and there was light.**  (Genesis 1:3 ULB)
-      * God said, "<u>There is now light</u>" and there was light.
+    * **God said, "<u>Let there be</u> light," and there was light.**  (Genesis 1:3 ULB)
+        * God said, "<u>There is now light</u>" and there was light.
 
-  * **God blessed them and said to them, "<u>Be fruitful</u>, and <u>multiply</u>. <u>Fill</u> the earth, and <u>subdue</u> it. <u>Have dominion</u> over the fish of the sea, over the birds of the sky, and over every living thing that moves upon the earth."**  (Genesis 1:3 ULB)
-      * God blessed them and said to them, "<u>My will for you is that you be fruitful</u>, and <u>multiply</u>. <u>Fill</u> the earth, and <u>subdue</u> it. <u>I want you to have dominion</u> over the fish of the sea, over the birds of the sky, and over every living thing that moves upon the earth."
+    * **God blessed them and said to them, "<u>Be fruitful</u>, and <u>multiply</u>. <u>Fill</u> the earth, and <u>subdue</u> it. <u>Have dominion</u> over the fish of the sea, over the birds of the sky, and over every living thing that moves upon the earth."**  (Genesis 1:3 ULB)
+        * God blessed them and said to them, "<u>My will for you is that you be fruitful</u>, and <u>multiply</u>. <u>Fill</u> the earth, and <u>subdue</u> it. <u>I want you to have dominion</u> over the fish of the sea, over the birds of the sky, and over every living thing that moves upon the earth."
 
 2. If people would not understand that a sentence is used to cause something to happen, add a connecting word like "so" to show that what happened was a result of what was said. 
 
-  * **God said, "Let there be light," and there was light.**  (Genesis 1:3 ULB)
-      * God said, 'Let there be light,' <u>so</u> there was light.
-      * God said, "Light must be;" <u>as a result</u>, there was light.
+    * **God said, "Let there be light," and there was light.**  (Genesis 1:3 ULB)
+        * God said, 'Let there be light,' <u>so</u> there was light.
+        * God said, "Light must be;" <u>as a result</u>, there was light.
 
 3. If people would not use a command as a condition, translate it as a statement with the words "if" and "then." 
 
diff --git a/translate/figs-informremind/01.md b/translate/figs-informremind/01.md
index 7484cff..990fab0 100644
--- a/translate/figs-informremind/01.md
+++ b/translate/figs-informremind/01.md
@@ -18,6 +18,7 @@ The phrase "who was very thankful" immediately follows the word "sister" and inf
 **Reason this is a translation Issue:** Languages have different ways of signaling the parts of communication that the listener should pay most attention to. 
 
 #### Translation Principles 
+
 * If your language does not use phrases with a noun for new information or a reminder, you may need to put that information or reminder in a different part of the sentence.  
 * Try to present it in a weak way.  
 * Ask  yourself: In our language, how do we express information in a strong way, and how do we express it in a weaker way? 
@@ -37,7 +38,7 @@ The phrase "whom I have created" is a reminder of the relationship between God a
 All idols are worthless. This is why God said he would destroy them.  
 
 >... for your <u>righteous</u> judgments are good. (Psalm 119:39 ULB)
- 
+
 All of God's judgments are righteous. This is why the person who wrote this psalm said that they are good. 
 
 
@@ -53,19 +54,21 @@ If people would understand the purpose of a phrase with a noun, then consider ke
 
 1. Put the information in another part of the sentence and add words that show its purpose.
 
-  * **I hate those who serve <u>worthless</u> idols**  (Psalm 31:6 ULB) - By saying "worthless idols," David was commenting about all idols and giving his reason for hating those who serve them. He was not distinguishing worthless idols from valuable idols.  
-	  * "<u>Because</u> idols are worthless, I hate those who serve them." 
+    * **I hate those who serve <u>worthless</u> idols**  (Psalm 31:6 ULB) - By saying "worthless idols," David was commenting about all idols and giving his reason for hating those who serve them. He was not distinguishing worthless idols from valuable idols.  
+        * "<u>Because</u> idols are worthless, I hate those who serve them." 
 
-  * **... for your <u>righteous</u> judgments are good.**  (Psalm 119:39 ULB)  
-	  * ... for your judgments are good <u>because</u> they are righteous.  
+    * **... for your <u>righteous</u> judgments are good.**  (Psalm 119:39 ULB)  
+        * ... for your judgments are good <u>because</u> they are righteous.  
 
-  * **Can Sarah, <u>who is ninety years old</u>, bear a son?**  (Genesis 17:17-18 ULB) - The phrase "who is ninety years old" is a reminder of Sarah's age. It tells why Abraham was asking the question. He did not expect that a woman who was that old could bear a child.  
-	  * "Can Sarah bear a son <u>even when</u> she is ninety years old?" 
+    * **Can Sarah, <u>who is ninety years old</u>, bear a son?**  (Genesis 17:17-18 ULB) - The phrase "who is ninety years old" is a reminder of Sarah's age. It tells why Abraham was asking the question. He did not expect that a woman who was that old could bear a child.  
+        * "Can Sarah bear a son <u>even when</u> she is ninety years old?" 
 
-  * **I will call on Yahweh, <u>who is worthy to be praised</u> ...**  (2 Samuel 22:4 ULB) - There is only one Yahweh. The phrase "who is worthy to be praised" gives a reason for calling on Yahweh. 
-	  * "I will call on Yahweh, <u>because</u> he is worthy to be praised"
+    * **I will call on Yahweh, <u>who is worthy to be praised</u> ...**  (2 Samuel 22:4 ULB) - There is only one Yahweh. The phrase "who is worthy to be praised" gives a reason for calling on Yahweh. 
+        * "I will call on Yahweh, <u>because</u> he is worthy to be praised"
 
 2. Use one of your language's ways for expressing information in a weak way.  
 
-  * **The name of the third river is Tigris, <u>which flows east of Asshur</u>.** (Genesis 2:14 ULB)
-	  * "The name of the third river is Tigris. <u>It flows east of Asshur</u>.
\ No newline at end of file
+    * **The name of the third river is Tigris, <u>which flows east of Asshur</u>.** (Genesis 2:14 ULB)
+        * "The name of the third river is Tigris. <u>It flows east of Asshur</u>.
+
+
diff --git a/translate/figs-infostructure/01.md b/translate/figs-infostructure/01.md
index 0992d67..8e00748 100644
--- a/translate/figs-infostructure/01.md
+++ b/translate/figs-infostructure/01.md
@@ -17,6 +17,7 @@ Although all languages have a normal order for parts of a sentence, this order c
 This puts the most important information first, which is normal for English. Many other languages would normally put the most important information last. In the flow of a text, the most important information is usually what the writer considers to be new information for the reader. In some languages the new information comes first, and in others it comes last.  
 
 ### Reasons this is a translation Issue
+
 * Different languages arrange the parts of a sentence in different ways. If a translator copies the order of the parts of a sentence from the source, it may not make sense in his language.
 * Different languages put important or new information in different places in the sentence. If a translator keeps the important or new information in the same place that it had in the source language, it may be confusing or give the wrong message in his language. 
 
@@ -64,4 +65,5 @@ If your language puts the important information last, you can change the order o
 
 If your language puts the important information last, you can change the order of the verse:
 
-* When all men speak well of you, which is just as people's ancestors treated the false prophets, then woe to you!
\ No newline at end of file
+* When all men speak well of you, which is just as people's ancestors treated the false prophets, then woe to you!
+
diff --git a/translate/figs-intro/01.md b/translate/figs-intro/01.md
index 6a270de..8edf6ca 100644
--- a/translate/figs-intro/01.md
+++ b/translate/figs-intro/01.md
@@ -9,36 +9,37 @@ Figures of speech are ways of saying things that use words in non-literal ways.
 
 Listed below are different types of Figures of Speech. If you would like additional information simply click the colored word to be directed to a page containing definitions, examples, and videos for each figure of speech.
 
-  * **[Apostrophe](../figs-apostrophe/01.md)** - An apostrophe is a figure of speech in which a speaker directly addresses someone who is not there, or addresses a thing that is not a person.
+* **[Apostrophe](../figs-apostrophe/01.md)** - An apostrophe is a figure of speech in which a speaker directly addresses someone who is not there, or addresses a thing that is not a person.
 
-  * **[Doublet](../figs-doublet/01.md)** - A doublet is a pair of words or very short phrases that mean the same thing and that are used in the same phrase. In the Bible, doublets are often used in poetry, prophecy, and sermons to emphasize an idea.
+* **[Doublet](../figs-doublet/01.md)** - A doublet is a pair of words or very short phrases that mean the same thing and that are used in the same phrase. In the Bible, doublets are often used in poetry, prophecy, and sermons to emphasize an idea.
 
-  * **[Euphemism](../figs-euphemism/01.md)** - A euphemism is a mild or polite way of referring to something that is unpleasant or embarrassing. Its purpose is to avoid offending the people who hear or read it.
+* **[Euphemism](../figs-euphemism/01.md)** - A euphemism is a mild or polite way of referring to something that is unpleasant or embarrassing. Its purpose is to avoid offending the people who hear or read it.
 
-  * **[Hendiadys](../figs-hendiadys/01.md)** - In hendiadys a single idea is expressed with two words connected with "and," when one word could be used to modify the other.
+* **[Hendiadys](../figs-hendiadys/01.md)** - In hendiadys a single idea is expressed with two words connected with "and," when one word could be used to modify the other.
 
-  * **[Hyperbole](../figs-hyperbole/01.md)** - A hyperbole is a deliberate exaggeration used to indicate the speaker's feeling or opinion about something.
+* **[Hyperbole](../figs-hyperbole/01.md)** - A hyperbole is a deliberate exaggeration used to indicate the speaker's feeling or opinion about something.
 
-  * **[Idiom](../figs-idiom/01.md)** - An idiom is a group of words that has a meaning that is different from what one would understand from the meanings of the individual words.
+* **[Idiom](../figs-idiom/01.md)** - An idiom is a group of words that has a meaning that is different from what one would understand from the meanings of the individual words.
 
-  * **[Irony](../figs-irony/01.md)** - Irony is a figure of speech in which the sense that the speaker intends to communicate is actually the opposite of the literal meaning of the words. 
+* **[Irony](../figs-irony/01.md)** - Irony is a figure of speech in which the sense that the speaker intends to communicate is actually the opposite of the literal meaning of the words. 
 
-  * **[Litotes](../figs-litotes/01.md)** - Litotes is an emphatic statement about something made by negating an opposite expression.
+* **[Litotes](../figs-litotes/01.md)** - Litotes is an emphatic statement about something made by negating an opposite expression.
 
-  * **[Merism](../figs-merism/01.md)** - Merism is a figure of speech in which a person refers to something by listing some of its parts or by speaking of two extreme parts of it.
+* **[Merism](../figs-merism/01.md)** - Merism is a figure of speech in which a person refers to something by listing some of its parts or by speaking of two extreme parts of it.
 
-  * **[Metaphor](../figs-metaphor/01.md)** - A metaphor is a figure in which one concept is used in place of another, unrelated concept. This invites the hearer to think of what the unrelated concepts have in common. That is, metaphor is an implied comparison between two unrelated things. 
+* **[Metaphor](../figs-metaphor/01.md)** - A metaphor is a figure in which one concept is used in place of another, unrelated concept. This invites the hearer to think of what the unrelated concepts have in common. That is, metaphor is an implied comparison between two unrelated things. 
 
-  * **[Metonymy](../figs-metonymy/01.md)** - Metonymy is a figure of speech in which a thing or idea is called not by its own name, but by the name of something closely associated with it. A metonym is a word or phrase used as a substitute for something it is associated with.
+* **[Metonymy](../figs-metonymy/01.md)** - Metonymy is a figure of speech in which a thing or idea is called not by its own name, but by the name of something closely associated with it. A metonym is a word or phrase used as a substitute for something it is associated with.
 
-  * **[Parallelism](../figs-parallelism/01.md)** - In parallelism two phrases or clauses that are similar in structure or idea are used together. It is found throughout the whole of the Hebrew Bible, most commonly in the poetry of the books of Psalms and Proverbs.
+* **[Parallelism](../figs-parallelism/01.md)** - In parallelism two phrases or clauses that are similar in structure or idea are used together. It is found throughout the whole of the Hebrew Bible, most commonly in the poetry of the books of Psalms and Proverbs.
 
-  * **[Personification](../figs-personification/01.md)** - Personification is a figure in which an idea or something that is not human is referred to as if it were a person and could do the things that people do or have the qualities that people have.
+* **[Personification](../figs-personification/01.md)** - Personification is a figure in which an idea or something that is not human is referred to as if it were a person and could do the things that people do or have the qualities that people have.
 
-  * **[Predictive Past](../figs-pastforfuture/01.md)** - The predictive past is a form that some languages use to refer to things that will happen in the future. This is sometimes done in prophecy to show that the event will certainly happen.
+* **[Predictive Past](../figs-pastforfuture/01.md)** - The predictive past is a form that some languages use to refer to things that will happen in the future. This is sometimes done in prophecy to show that the event will certainly happen.
 
-  * **[Rhetorical Question](../figs-rquestion/01.md)** - A rhetorical question is a question that is used for something other than getting information. Often it indicates the speaker's attitude toward the topic or the listener. Often it is used for rebuking or scolding, but some languages have other purposes as well.
+* **[Rhetorical Question](../figs-rquestion/01.md)** - A rhetorical question is a question that is used for something other than getting information. Often it indicates the speaker's attitude toward the topic or the listener. Often it is used for rebuking or scolding, but some languages have other purposes as well.
 
-  * **[Simile](../figs-simile/01.md)** - A simile is a comparison of two things that are not normally thought to be similar. It focuses on a particular trait that the two items have in common, and it includes words such as "like," "as," or "than" to make the comparison explicit.
+* **[Simile](../figs-simile/01.md)** - A simile is a comparison of two things that are not normally thought to be similar. It focuses on a particular trait that the two items have in common, and it includes words such as "like," "as," or "than" to make the comparison explicit.
+
+* **[Synecdoche](../figs-synecdoche/01.md)** - Synecdoche is a figure of speech in which 1) the name of a part of something is used to refer to the whole thing, or 2) the name of a whole thing is used to refer to just one part of it.
 
-  * **[Synecdoche](../figs-synecdoche/01.md)** - Synecdoche is a figure of speech in which 1) the name of a part of something is used to refer to the whole thing, or 2) the name of a whole thing is used to refer to just one part of it.
\ No newline at end of file
diff --git a/translate/figs-irony/01.md b/translate/figs-irony/01.md
index 3549bdf..695c622 100644
--- a/translate/figs-irony/01.md
+++ b/translate/figs-irony/01.md
@@ -9,7 +9,7 @@ When Jesus spoke of "righteous people," he was not referring to people who were
 
 #### Reason this is a translation issue
 
-  * If someone does not realize that a speaker is using irony, he will think that the speaker actually believes what he is saying. He will understand the passage to mean the opposite of what it was intended to mean.
+* If someone does not realize that a speaker is using irony, he will think that the speaker actually believes what he is saying. He will understand the passage to mean the opposite of what it was intended to mean.
 
 ### Examples from the Bible
 
@@ -36,8 +36,8 @@ The Corinthians considered themselves to be very wise, self-sufficient, and not
 
 If the irony would be understood correctly in your language, translate it as it is stated. If not, here are some other strategies.
 
-  1. Translate it in a way that shows that the speaker is saying what someone else believes.  
-  1. Translate the actual, intended meaning of the statement of irony. The actual meaning of the irony is <u>not</u> found in the literal words of the speaker, but instead the true meaning is found in the opposite of the literal meaning of the speaker's words.     
+1. Translate it in a way that shows that the speaker is saying what someone else believes.  
+1. Translate the actual, intended meaning of the statement of irony. The actual meaning of the irony is <u>not</u> found in the literal words of the speaker, but instead the true meaning is found in the opposite of the literal meaning of the speaker's words.     
 
 ### Examples of Translation Strategies Applied
 
@@ -56,11 +56,13 @@ If the irony would be understood correctly in your language, translate it as it
     * <u>You are doing a terrible thing when you reject the commandment of God</u> so you may keep your tradition!
 
 * **"Present your case," says Yahweh; "present your best arguments for your idols," says the King of Jacob. "<u>Let them bring us their own arguments; have them come forward and declare to us what will happen</u>, so we may know these things well. <u>Have them tell us of earlier predictive declarations, so we can reflect on them and know how they were fulfilled</u>."**  (Isaiah 41:21-22 ULB)
-      * 'Present your case,' says Yahweh; 'present your best arguments for your idols,' says the King of Jacob. Your idols <u>cannot bring us their own arguments or come forward to  declare to us what will happen</u> so we may know these things well. We cannot hear them because <u>they cannot speak</u> to tell us their earlier predictive declarations, so we cannot reflect on them and know how they were fulfilled.
+    * 'Present your case,' says Yahweh; 'present your best arguments for your idols,' says the King of Jacob. Your idols <u>cannot bring us their own arguments or come forward to  declare to us what will happen</u> so we may know these things well. We cannot hear them because <u>they cannot speak</u> to tell us their earlier predictive declarations, so we cannot reflect on them and know how they were fulfilled.
 
 * **Can you lead light and darkness to their places of work?**  
+
 **Can you find the way back to their houses for them?**  
 **<u>Undoubtedly you know, for you were born then;</u>**  
 **<u>the number of your days is so large!</u>"** (Job 38:20, 21 ULB) 
 
-      * Can you lead light and darkness to their places of work? Can you find the way back to their houses for them? <u>You act like you know how light and darkness were created, as if you were there; as if you are as old as creation, but you are not</u>!
\ No newline at end of file
+* Can you lead light and darkness to their places of work? Can you find the way back to their houses for them? <u>You act like you know how light and darkness were created, as if you were there; as if you are as old as creation, but you are not</u>!
+
diff --git a/translate/figs-litotes/01.md b/translate/figs-litotes/01.md
index e7fe3d0..4342e5f 100644
--- a/translate/figs-litotes/01.md
+++ b/translate/figs-litotes/01.md
@@ -29,15 +29,16 @@ By using litotes, the prophet emphasized that Bethlehem would be a <u>very impor
 
 If the litotes would be understood correctly, consider using it.
 
-  1. If the meaning with the negative would not be clear, give the <u>positive</u> meaning in a strong way.
+1. If the meaning with the negative would not be clear, give the <u>positive</u> meaning in a strong way.
 
 ### Examples of Translation Strategies Applied
 
 1. If the meaning with the negative would not be clear, give the <u>positive</u> meaning in a strong way.
 
-  * **For you yourselves know, brothers, our coming to you was <u>not useless</u>.** (1 Thessalonians 2:1 ULB)
-      * "For you yourselves know, brothers, our visit to you <u>did much good</u>."
+    * **For you yourselves know, brothers, our coming to you was <u>not useless</u>.** (1 Thessalonians 2:1 ULB)
+        * "For you yourselves know, brothers, our visit to you <u>did much good</u>."
+
+    * **Now when it became day, there was <u>no small excitement</u> among the soldiers, regarding what had happened to Peter.** (Acts 12:18 ULB)
+        * "Now when it became day, there was <u>great excitement</u> among the soldiers, regarding what had happened to Peter." 
+        * "Now when it became day, the soldiers were <u>very concerned</u> because of what had happened to Peter."
 
-  * **Now when it became day, there was <u>no small excitement</u> among the soldiers, regarding what had happened to Peter.** (Acts 12:18 ULB)
-      * "Now when it became day, there was <u>great excitement</u> among the soldiers, regarding what had happened to Peter." 
-      * "Now when it became day, the soldiers were <u>very concerned</u> because of what had happened to Peter."
\ No newline at end of file
diff --git a/translate/figs-merism/01.md b/translate/figs-merism/01.md
index 0f5aad7..79860b3 100644
--- a/translate/figs-merism/01.md
+++ b/translate/figs-merism/01.md
@@ -28,23 +28,24 @@ The underlined phrase is merism because it speaks of, old people and young peopl
 
 If the merism would be natural and give the right meaning in your language, consider using it. If not, here are other options:
 
-  1. Identify what the merism refers to without mentioning the parts. 
-  1. Identify what the merism refers to and include the parts.
+1. Identify what the merism refers to without mentioning the parts. 
+1. Identify what the merism refers to and include the parts.
 
 ### Examples of Translation Strategies Applied
 
 1. Identify what the merism refers to without mentioning the parts.
 
-  * **I praise you, Father, Lord of <u>heaven and earth</u> ...**  (Matthew 11:25 ULB)
-      * I praise you, Father, Lord of <u>everything</u> ...
+    * **I praise you, Father, Lord of <u>heaven and earth</u> ...**  (Matthew 11:25 ULB)
+        * I praise you, Father, Lord of <u>everything</u> ...
 
-  * **<u>From the rising of the sun to its setting</u>, Yahweh's name should be praised.** (Psalm 113:3 ULB)
-      * <u>In all places</u>, people should praise Yahweh's name.
+    * **<u>From the rising of the sun to its setting</u>, Yahweh's name should be praised.** (Psalm 113:3 ULB)
+        * <u>In all places</u>, people should praise Yahweh's name.
 
 2. Identify what the merism refers to and include the parts.
 
-  * **I praise you, Father, Lord of <u>heaven and earth</u>.**  (Matthew 11:25 ULB)
-      * I praise you, Father, Lord of <u>everything, including both what is in heaven and what is on earth</u>.
+    * **I praise you, Father, Lord of <u>heaven and earth</u>.**  (Matthew 11:25 ULB)
+        * I praise you, Father, Lord of <u>everything, including both what is in heaven and what is on earth</u>.
+
+    * **He will bless those who honor him, both <u>young and old</u>.** (Psalm 115:13 ULB)  
+        * He will bless <u>all those</u> who honor him, regardless of whether they are <u>young or old</u>.
 
-  * **He will bless those who honor him, both <u>young and old</u>.** (Psalm 115:13 ULB)  
-      * He will bless <u>all those</u> who honor him, regardless of whether they are <u>young or old</u>.
\ No newline at end of file
diff --git a/translate/figs-metaphor/01.md b/translate/figs-metaphor/01.md
index 6e21db4..66f1f3d 100644
--- a/translate/figs-metaphor/01.md
+++ b/translate/figs-metaphor/01.md
@@ -3,13 +3,13 @@
 
 A metaphor is a figure of speech in which one concept (the "image") stands for another concept (the "topic"). That is, the topic is spoken of as if it were the image. For example, someone might say,
 
-  * The girl I love is a red rose.
+* The girl I love is a red rose.
 
 Here the topic is "the girl I love," and the image is "a red rose." The girl is spoken of as if she were a red rose.
 
 Anything in a language can serve as a metaphor. For example, verb forms can be used in unusual ways, as in,
 
-  * The Apostle Paul tells us that Christians will rise to life again.
+* The Apostle Paul tells us that Christians will rise to life again.
 
 In this case, the English present tense form "tells" is a metaphor for the past tense form "told," because the Apostle Paul lived long ago.
 
@@ -44,10 +44,10 @@ Patterned pairs of concepts are constantly used for metaphorical purposes in the
 
 When these metaphors are used in normal ways, it is rare that the speaker and audience regard them as figurative speech. Examples of metaphors in English that go unrecognized are:
 
-  * "Turn the heat *up*."  MORE is spoken of as UP.
-  * "Let us *go ahead* with our debate."  DOING WHAT WAS PLANNED is spoken of as WALKING or ADVANCING.
-  * "You *defend* your theory well." ARGUMENT is spoken of as WAR.
-  * "A *flow* of words" WORDS are spoken of as LIQUIDS.
+* "Turn the heat *up*."  MORE is spoken of as UP.
+* "Let us *go ahead* with our debate."  DOING WHAT WAS PLANNED is spoken of as WALKING or ADVANCING.
+* "You *defend* your theory well." ARGUMENT is spoken of as WAR.
+* "A *flow* of words" WORDS are spoken of as LIQUIDS.
 
 English speakers do not view them as unusual expressions, so it would be wrong to translate them into other languages in a way that would lead people to pay special attention to them as figurative speech. 
 
@@ -64,7 +64,7 @@ When talking about metaphors, it can be helpful to talk about their parts. A met
 
 In the metaphor below, the speaker describes the woman he loves as a red rose. The woman (his "love") is the **topic**, and "red rose" is the **image**. Beauty and delicacy are the points of comparison that the speaker sees as similarities between both the topic and image. Note, however, that a rose's beauty is not identical to a woman's beauty. Neither are the two kinds of delicacy the same. So these points of comparison are not built upon identical characteristics, but rather upon characteristics that are seen by the writer as similar in some way.
 
-  * My love is a red, red rose.
+* My love is a red, red rose.
 
 Often, as in the metaphor above, the speaker explicitly states the **topic** and the **image**, but he does not state the points of comparison. The speaker leaves it to the hearer to think of those points of comparison. Because the hearers must do that, the speaker's message tends to be more powerful.
 
@@ -78,21 +78,21 @@ Note that this metaphor is really several metaphors. The first metaphor is that
 
 **Purposes of Metaphor**
 
-  * One purpose of metaphor is to teach people about something that they do not know (the **topic**) by showing that it is like something that they already do know (the **image**).
-  * Another purpose is to emphasize that something has a particular quality or to show that it has that quality in an extreme way.
-  * Another purpose is to lead people to feel the same way about one thing as they would feel about the other.
+* One purpose of metaphor is to teach people about something that they do not know (the **topic**) by showing that it is like something that they already do know (the **image**).
+* Another purpose is to emphasize that something has a particular quality or to show that it has that quality in an extreme way.
+* Another purpose is to lead people to feel the same way about one thing as they would feel about the other.
 
 #### Reasons this is a translation issue
 
-  * People may not recognize that something is a metaphor. In other words, they may mistake a metaphor for a literal statement, and thus misunderstand it.
-  * People may not be familiar with the thing that is used as an image, and so not be able to understand the metaphor. 
-  * If the topic is not stated, people may not know what the topic is.
-  * People may not know the points of comparison that the speaker is thinking of and wants them to understand. If they fail to think of these points of comparison, they will not understand the metaphor.
+* People may not recognize that something is a metaphor. In other words, they may mistake a metaphor for a literal statement, and thus misunderstand it.
+* People may not be familiar with the thing that is used as an image, and so not be able to understand the metaphor. 
+* If the topic is not stated, people may not know what the topic is.
+* People may not know the points of comparison that the speaker is thinking of and wants them to understand. If they fail to think of these points of comparison, they will not understand the metaphor.
 
 #### Translation Principles
 
-  * Make the meaning of a metaphor as clear to the target audience as it was to the original audience.
-  * Do not make the meaning of a metaphor more clear to the target audience than you think it was to the original audience.
+* Make the meaning of a metaphor as clear to the target audience as it was to the original audience.
+* Do not make the meaning of a metaphor more clear to the target audience than you think it was to the original audience.
 
 ### Examples from the Bible
 
@@ -117,56 +117,66 @@ If people would understand the metaphor in the same way that the original reader
 
 If people do not or would not understand it, here are some other strategies.
 
-1.	If the metaphor is a common expression of a patterned pair of concepts in a biblical language, express the main idea in the simplest way preferred by your language. (See [Biblical Imagery - Common Patterns](../translate-bita-part1/01.md) for lists of some of these patterned pairs of concepts.)
-2.	If the metaphor seems to be a "live" metaphor, you can translate it literally if you think that the target language also uses this metaphor. If you do this, be sure to test it to make sure that the language community understands it correctly.
-3.	If the target audience does not realize that it is a metaphor, then change the metaphor to a simile. Some languages do this by adding words such as "like" or "as." See [Simile](../figs-simile/01.md).
-4.	If the target audience would not know the image, see [Translate Unknowns](../translate-unknown/01.md) for ideas on how to translate that image.
-5.	If the target audience would not use that image for that meaning, use an image from your own culture instead. Be sure that it is an image that could have been possible in Bible times.
-6.	If the target audience would not know what the topic is, then state the topic clearly. (However, do not do this if the original audience did not know what the topic was.)
-7.	If the target audience will not know the intended points of comparison between the image and topic, then state them clearly.
-8.	If none of these strategies is satisfactory, then simply state the idea plainly without using a metaphor.
+1. If the metaphor is a common expression of a patterned pair of concepts in a biblical language, express the main idea in the simplest way preferred by your language. (See [Biblical Imagery - Common Patterns](../translate-bita-part1/01.md) for lists of some of these patterned pairs of concepts.)
+2. If the metaphor seems to be a "live" metaphor, you can translate it literally if you think that the target language also uses this metaphor. If you do this, be sure to test it to make sure that the language community understands it correctly.
+3. If the target audience does not realize that it is a metaphor, then change the metaphor to a simile. Some languages do this by adding words such as "like" or "as." See [Simile](../figs-simile/01.md).
+4. If the target audience would not know the image, see [Translate Unknowns](../translate-unknown/01.md) for ideas on how to translate that image.
+5. If the target audience would not use that image for that meaning, use an image from your own culture instead. Be sure that it is an image that could have been possible in Bible times.
+6. If the target audience would not know what the topic is, then state the topic clearly. (However, do not do this if the original audience did not know what the topic was.)
+7. If the target audience will not know the intended points of comparison between the image and topic, then state them clearly.
+8. If none of these strategies is satisfactory, then simply state the idea plainly without using a metaphor.
 
 
 ### Examples of Translation Strategies Applied
 
 1. If the metaphor is a common expression of a patterned pair of concepts in a biblical language, express the main idea in the simplest way preferred by your language. 
-  * **Then one of the leaders of the synagogue, named Jairus, came, and when he saw him, <u>fell at his feet</u>.**  (Mark 5:22 ULB)
-     * Then one of the leaders of the synagogue, named Jairus, came, and when he saw him, <u>immediately bowed down in front of him</u>.
+
+    * **Then one of the leaders of the synagogue, named Jairus, came, and when he saw him, <u>fell at his feet</u>.**  (Mark 5:22 ULB)
+        * Then one of the leaders of the synagogue, named Jairus, came, and when he saw him, <u>immediately bowed down in front of him</u>.
 
 2. If the metaphor seems to be a "live" metaphor, you can translate it literally if you think that the target language also uses this metaphor. If you do this, be sure to test it to make sure that the language community understands it correctly. 
-  * **It was because of your <u>hard hearts</u> that he wrote you this law,**  (Mark 10:5 ULB)
-     * It was because of your <u>hard hearts</u> that he wrote you this law, 
+
+    * **It was because of your <u>hard hearts</u> that he wrote you this law,**  (Mark 10:5 ULB)
+        * It was because of your <u>hard hearts</u> that he wrote you this law, 
+
 There is no change to this one - but it must be tested to make sure that the target audience correctly understands this metaphor.
 
 3. If the target audience does not realize that it is a metaphor, then change the metaphor to a simile. Some languages do this by adding words such as "like" or "as."
-  * **And yet, Yahweh, you are our father; we are the <u>clay</u>. You are our <u>potter</u>; and we all are the work of your hand.** (Isaiah 64:8 ULB)
-     *  And yet, Yahweh, you are our father; we are <u>like</u> clay. You are <u>like</u> a potter; and we all are the work of your hand.
-  
+
+    * **And yet, Yahweh, you are our father; we are the <u>clay</u>. You are our <u>potter</u>; and we all are the work of your hand.** (Isaiah 64:8 ULB)
+        * And yet, Yahweh, you are our father; we are <u>like</u> clay. You are <u>like</u> a potter; and we all are the work of your hand.
+
 4. If the target audience would not know the **image**, see [Translate Unknowns](../translate-unknown/01.md) for ideas on how to translate that image.
-  * **Saul, Saul, why do you persecute me? It is hard for you <u>to kick a goad</u>.** (Acts 26:14 ULB)
-     * Saul, Saul, why do you persecute me? It is hard for you to <u>kick against a pointed stick</u>.
+
+    * **Saul, Saul, why do you persecute me? It is hard for you <u>to kick a goad</u>.** (Acts 26:14 ULB)
+        * Saul, Saul, why do you persecute me? It is hard for you to <u>kick against a pointed stick</u>.
 
 5. If the target audience would not use that **image** for that meaning, use an image from your own culture instead. Be sure that it is an image that could have been possible in Bible times. 
-  * **And yet, Yahweh, you are our father; we are the <u>clay</u>. You are our <u>potter</u>; and we all are the work of your hand.** (Isaiah 64:8 ULB)
-     * "And yet, Yahweh, you are our father; we are the <u>wood</u>. You are our <u>carver</u>; and we all are the work of your hand."
-     * "And yet, Yahweh, you are our father; we are the <u>string</u>. You are the <u>weaver</u>; and we all are the work of your hand."
+
+    * **And yet, Yahweh, you are our father; we are the <u>clay</u>. You are our <u>potter</u>; and we all are the work of your hand.** (Isaiah 64:8 ULB)
+        * "And yet, Yahweh, you are our father; we are the <u>wood</u>. You are our <u>carver</u>; and we all are the work of your hand."
+        * "And yet, Yahweh, you are our father; we are the <u>string</u>. You are the <u>weaver</u>; and we all are the work of your hand."
 
 6. If the target audience would not know what the **topic** is, then state the topic clearly. (However, do not do this if the original audience did not know what the topic was.)
-  * **Yahweh lives; may <u>my rock</u> be praised. May the God of my salvation be exalted.** (Psalm 18:46 ULB)
-     * Yahweh lives; <u>He is my rock</u>. May he be praised. May the God of my salvation be exalted.
+
+    * **Yahweh lives; may <u>my rock</u> be praised. May the God of my salvation be exalted.** (Psalm 18:46 ULB)
+        * Yahweh lives; <u>He is my rock</u>. May he be praised. May the God of my salvation be exalted.
 
 7. If the target audience will not know the intended points of comparison between the image and the topic, then state them clearly.
-  * **Yahweh lives; may <u>my rock</u> be praised. May the God of my salvation be exalted.** (Psalm 18:46 ULB)
-     * Yahweh lives; may he be praised because he is the rock <u>under which I can hide from my enemies</u>. May the God of my salvation be exalted.
- 
-  *  **Saul, Saul, why do you persecute me? It is hard for you <u>to kick a goad</u>.** (Acts 26:14 ULB)
-     * Saul, Saul, why do you persecute me? You <u>fight against me and hurt yourself like an ox that kicks against its owner's pointed stick</u>. 
+
+    * **Yahweh lives; may <u>my rock</u> be praised. May the God of my salvation be exalted.** (Psalm 18:46 ULB)
+        * Yahweh lives; may he be praised because he is the rock <u>under which I can hide from my enemies</u>. May the God of my salvation be exalted.
+
+    * **Saul, Saul, why do you persecute me? It is hard for you <u>to kick a goad</u>.** (Acts 26:14 ULB)
+        * Saul, Saul, why do you persecute me? You <u>fight against me and hurt yourself like an ox that kicks against its owner's pointed stick</u>. 
 
 8. If none of these strategies are satisfactory, then simply state the idea plainly without using a metaphor.
-   * **I will make you become <u>fishers of men</u>.** (Mark 1:17 ULB)
-     * I will make you become <u>people who gather men</u>.
-     * Now you gather fish. I will make you <u>gather people</u>.
+
+    * **I will make you become <u>fishers of men</u>.** (Mark 1:17 ULB)
+        * I will make you become <u>people who gather men</u>.
+        * Now you gather fish. I will make you <u>gather people</u>.
 
 _To learn more about specific metaphors read:_
 
-  * [Biblical Imagery - Common Patterns](../translate-bita-part1/01.md)
\ No newline at end of file
+* [Biblical Imagery - Common Patterns](../translate-bita-part1/01.md)
+
diff --git a/translate/figs-metonymy/01.md b/translate/figs-metonymy/01.md
index 297b60f..f64b56c 100644
--- a/translate/figs-metonymy/01.md
+++ b/translate/figs-metonymy/01.md
@@ -12,8 +12,8 @@ The cup represents the wine that is in the cup.
 
 #### Metonymy can be used
 
-  * to a shorter way of referring to something
-  * to make an abstract idea more meaningful by referring to it with the name of a physical object associated with it
+* to a shorter way of referring to something
+* to make an abstract idea more meaningful by referring to it with the name of a physical object associated with it
 
 ### Reason this is a translation issue
 
@@ -35,24 +35,24 @@ The word "wrath" or "anger" is a metonym for "punishment." God was extremely ang
 
 If people would easily understand the metonym, consider using it. Otherwise, here are some options.
 
-  1. Use the metonym along with the name of the thing it represents.
-  1. Use only the name of the thing the metonym represents.
+1. Use the metonym along with the name of the thing it represents.
+1. Use only the name of the thing the metonym represents.
 
 ### Examples of Translation Strategies Applied
 
 2. Use the metonym along with the name of the thing it represents.
 
-  * **He took the cup in the same way after supper, saying, "<u>This cup</u> is the new covenant in my blood, which is poured out for you.** (Luke 22:20 ULB)
-    * "He took the cup in the same way after supper, saying, "<u>The wine in this cup</u> is the new covenant in my blood, which is poured out for you." 
+    * **He took the cup in the same way after supper, saying, "<u>This cup</u> is the new covenant in my blood, which is poured out for you.** (Luke 22:20 ULB)
+        * "He took the cup in the same way after supper, saying, "<u>The wine in this cup</u> is the new covenant in my blood, which is poured out for you." 
 
 2. Use the name of the thing the metonym represents.
 
-  * **The Lord God will give him <u>the throne</u>  of his father, David.**  (Luke 1:32 ULB) 
-    * "The Lord God will give him <u>the kingly authority</u> of his father, David."
-    * "The Lord God will <u>make him king</u> like his ancestor, King David."
+    * **The Lord God will give him <u>the throne</u>  of his father, David.**  (Luke 1:32 ULB) 
+        * "The Lord God will give him <u>the kingly authority</u> of his father, David."
+        * "The Lord God will <u>make him king</u> like his ancestor, King David."
 
-  * **who warned you to flee from <u>the wrath</u>  to come?**  (Luke 3:7 ULB) 
-    * "who warned you to flee from God's coming <u>punishment</u>?"
+    * **who warned you to flee from <u>the wrath</u>  to come?**  (Luke 3:7 ULB) 
+        * "who warned you to flee from God's coming <u>punishment</u>?"
 
 
 To learn about some common metonymies, see [Biblical Imagery - Common Metonymies](../translate-bita-part2/01.md).
\ No newline at end of file
diff --git a/translate/figs-nominaladj/01.md b/translate/figs-nominaladj/01.md
index 4e84b2f..75a5f08 100644
--- a/translate/figs-nominaladj/01.md
+++ b/translate/figs-nominaladj/01.md
@@ -18,9 +18,9 @@ In Exodus 30:15, the word "rich" acts as a noun in the phrase "the rich," and it
 
 ###  Reason this is a translation issue
 
-  * Many times in the Bible adjectives are used as nouns to describe a group of people.
-  * Some languages do not use adjectives in this way.
-  * Readers of these languages may think that the text is talking about one particular person when it is really talking about the group of people whom the adjective describes.
+* Many times in the Bible adjectives are used as nouns to describe a group of people.
+* Some languages do not use adjectives in this way.
+* Readers of these languages may think that the text is talking about one particular person when it is really talking about the group of people whom the adjective describes.
 
 ### Examples from the Bible
 
@@ -35,14 +35,15 @@ In Exodus 30:15, the word "rich" acts as a noun in the phrase "the rich," and it
 
 If your language uses adjectives as nouns to refer to a class of people, consider using the adjectives in this way. If it would sound strange, or if the meaning would be unclear or wrong, here is another option:
 
-  1. Use the adjective with a plural form of the noun that the adjective describes.
+1. Use the adjective with a plural form of the noun that the adjective describes.
 
 ### Examples of Translation Strategies Applied
 
 1. Use the adjective with a plural form of the noun that the adjective describes.
 
-  * **The scepter of wickedness must not rule in the land of <u>the righteous</u>.**  (Psalms 125:3 ULB)
-      * The scepter of wickedness must not rule in the land of <u>righteous people</u>.
+    * **The scepter of wickedness must not rule in the land of <u>the righteous</u>.**  (Psalms 125:3 ULB)
+        * The scepter of wickedness must not rule in the land of <u>righteous people</u>.
+
+    * **Blessed are <u>the meek</u> ...** (Matthew 5:5 ULB)
+        * Blessed are <u>people who are meek</u> ...
 
-  * **Blessed are <u>the meek</u> ...** (Matthew 5:5 ULB)
-      * Blessed are <u>people who are meek</u> ...
\ No newline at end of file
diff --git a/translate/figs-order/01.md b/translate/figs-order/01.md
index 24c0716..e037a2d 100644
--- a/translate/figs-order/01.md
+++ b/translate/figs-order/01.md
@@ -12,70 +12,70 @@ Most sentences have three basic important parts: subject, object, and verb. Subj
 The subject is usually what the sentence is about. It usually performs some action or is being described. 
 A subject may be **active**; it does something, such as sing, or work, or teach.
 
-  * <u>Peter</u> sings the song well.
+* <u>Peter</u> sings the song well.
 
 A subject may have something done to it.
 
-  * <u>Peter</u> was fed good food.
+* <u>Peter</u> was fed good food.
 
 A subject can be described or it can be in a **state**, such as being happy, sad, or angry. 
 
-  * <u>He</u> is tall.
-  * <u>The boy</u> is happy.
+* <u>He</u> is tall.
+* <u>The boy</u> is happy.
 
 #### Object
 
 The **object** is often the thing that the subject does something to. 
 
-  * Peter hit <u>the ball</u>. 
-  * Peter read <u>a book</u>.
-  * Peter sang <u>the song</u> well. 
-  * Peter ate <u>good food</u>.
+* Peter hit <u>the ball</u>. 
+* Peter read <u>a book</u>.
+* Peter sang <u>the song</u> well. 
+* Peter ate <u>good food</u>.
 
 #### Verb
 
 The verb shows an action or a state of being.
 
-  * Peter <u>sings</u> the song well.
-  * Peter <u>is singing</u>.
-  * Peter <u>is</u> tall.
+* Peter <u>sings</u> the song well.
+* Peter <u>is singing</u>.
+* Peter <u>is</u> tall.
 
 #### Preferred Word Order
 
 All languages have a preferred word order. The examples below show the order of the subject, object, and verb in "Peter hit the ball" for some languages.
 In some languages, such as English, the order is Subject-Verb-Object.
 
-  * Peter hit the ball.
+* Peter hit the ball.
 
 In some languages the order is Subject-Object-Verb.
 
-  * Peter the ball hit.
+* Peter the ball hit.
 
 In some languages the order is Verb-Subject-Object.
 
-  * Hit Peter the ball.
+* Hit Peter the ball.
 
 #### Changes in Word Order
 
 Word order can change if the sentence:
 
-  * is a question or command
-  * describes a state of being (He is happy. He is tall.)
-  * expresses a condition, such as with the the word "if"
-  * has a location
-  * has a time element
-  * is in a poem
+* is a question or command
+* describes a state of being (He is happy. He is tall.)
+* expresses a condition, such as with the the word "if"
+* has a location
+* has a time element
+* is in a poem
 
 Word order can also change 
 
-  * if there is some kind of emphasis on a certain part of the sentence
-  * if the sentence is really about something other than the subject
+* if there is some kind of emphasis on a certain part of the sentence
+* if the sentence is really about something other than the subject
 
 ### Translation Principles
 
-  * Know which word order is preferred in your language.
-  * Use your language's preferred word order unless there is some reason in your language to change it.
-  * Translate the sentence so that the meaning is accurate and clear and so that it sounds natural.
+* Know which word order is preferred in your language.
+* Use your language's preferred word order unless there is some reason in your language to change it.
+* Translate the sentence so that the meaning is accurate and clear and so that it sounds natural.
 
 
 You may also want to watch the video at http://ufw.io/figs_order.
\ No newline at end of file
diff --git a/translate/figs-parables/01.md b/translate/figs-parables/01.md
index 9f47338..1bb0505 100644
--- a/translate/figs-parables/01.md
+++ b/translate/figs-parables/01.md
@@ -19,23 +19,24 @@ This parable teaches that the kingdom of God may seem small at first, but it wil
 
 ### Translation Strategies
 
-  1. If a parable is hard to understand because it has unknown things in it, you can replace the unknown things with things that people in your culture know. However, be careful to keep the teaching the same. (See: [Translate Unknowns](../translate-unknown/01.md))
-  1. If the teaching of the parable is unclear, consider telling a little about what it teaches in the introduction, such as "Jesus told this story about being generous."
+1. If a parable is hard to understand because it has unknown things in it, you can replace the unknown things with things that people in your culture know. However, be careful to keep the teaching the same. (See: [Translate Unknowns](../translate-unknown/01.md))
+1. If the teaching of the parable is unclear, consider telling a little about what it teaches in the introduction, such as "Jesus told this story about being generous."
 
 ### Examples of Translation Strategies Applied
 
 1. If a parable is hard to understand because it has unknown things in it, you can replace the unknown things with things that people in your culture know. However, be careful to keep the teaching the same. 
 
-  * **Jesus said to them, "Do you bring a lamp inside the house to put it under a basket, or under the bed? You bring it in and you put it on a <u>lampstand</u>"**. (Mark 4:21 ULB) - If people do not know what a lampstand is, you could substitute something else that people put a light on so it can give light to the house.
-      * Jesus said to them, "Do you bring a lamp inside the house to put it under a basket, or under the bed? You bring it in and you put it on <u>a high shelf</u>.
+    * **Jesus said to them, "Do you bring a lamp inside the house to put it under a basket, or under the bed? You bring it in and you put it on a <u>lampstand</u>"**. (Mark 4:21 ULB) - If people do not know what a lampstand is, you could substitute something else that people put a light on so it can give light to the house.
+        * Jesus said to them, "Do you bring a lamp inside the house to put it under a basket, or under the bed? You bring it in and you put it on <u>a high shelf</u>.
 
-  * **Then Jesus presented another parable to them. He said, "The kingdom of heaven is like a mustard seed which a man took and <u>sowed</u> in his field. This seed is indeed the smallest of all other seeds. But when it has grown, it is greater than the garden plants and becomes a tree, so that the birds of the air come and nest in its branches."** (Matthew 13:31-32 ULB) - To sow seeds means to toss them so that they scatter on the ground. If people are not familiar with sowing, you can substitute planting.
-      * Then Jesus presented another parable to them. He said, "The kingdom of heaven is like a mustard seed which a man took and <u>planted</u> in his field. This seed is indeed the smallest of all other seeds. But when it has grown, it is greater than the garden plants and becomes a tree, so that the birds of the air come and nest in its branches."
+    * **Then Jesus presented another parable to them. He said, "The kingdom of heaven is like a mustard seed which a man took and <u>sowed</u> in his field. This seed is indeed the smallest of all other seeds. But when it has grown, it is greater than the garden plants and becomes a tree, so that the birds of the air come and nest in its branches."** (Matthew 13:31-32 ULB) - To sow seeds means to toss them so that they scatter on the ground. If people are not familiar with sowing, you can substitute planting.
+        * Then Jesus presented another parable to them. He said, "The kingdom of heaven is like a mustard seed which a man took and <u>planted</u> in his field. This seed is indeed the smallest of all other seeds. But when it has grown, it is greater than the garden plants and becomes a tree, so that the birds of the air come and nest in its branches."
 
 2. If the teaching of the parable is unclear, consider telling a little about what it teaches in the introduction, such as "Jesus told this story about being generous."
 
-  * **<u>Jesus said to them</u>, "Do you bring a lamp inside the house to put it under a basket, or under the bed? You bring it in and you put it on a lampstand"**. (Mark 4:21 ULB)
-      * <u>Jesus told them a parable about why they should witness openly.</u> "Do you bring a lamp inside the house to put it under a basket, or under the bed? You bring it in and you put it on a lampstand." (Mark 4:21 ULB) 
+    * **<u>Jesus said to them</u>, "Do you bring a lamp inside the house to put it under a basket, or under the bed? You bring it in and you put it on a lampstand"**. (Mark 4:21 ULB)
+        * <u>Jesus told them a parable about why they should witness openly.</u> "Do you bring a lamp inside the house to put it under a basket, or under the bed? You bring it in and you put it on a lampstand." (Mark 4:21 ULB) 
+
+    * **<u>Then Jesus presented another parable to them.</u> He said, "The kingdom of heaven is like a mustard seed which a man took and sowed in his field. This seed is indeed the smallest of all other seeds. But when it has grown, it is greater than the garden plants and becomes a tree, so that the birds of the air come and nest in its branches."** (Matthew 13:31-32 ULB)
+        * <u>Then Jesus presented another parable to them about how the Kingdom of God grows</u>. He said, "The kingdom of heaven is like a mustard seed which a man took and sowed in his field. This seed is indeed the smallest of all other seeds. But when it has grown, it is greater than the garden plants and becomes a tree, so that the birds of the air come and nest in its branches."
 
-  * **<u>Then Jesus presented another parable to them.</u> He said, "The kingdom of heaven is like a mustard seed which a man took and sowed in his field. This seed is indeed the smallest of all other seeds. But when it has grown, it is greater than the garden plants and becomes a tree, so that the birds of the air come and nest in its branches."** (Matthew 13:31-32 ULB)
-      * <u>Then Jesus presented another parable to them about how the Kingdom of God grows</u>. He said, "The kingdom of heaven is like a mustard seed which a man took and sowed in his field. This seed is indeed the smallest of all other seeds. But when it has grown, it is greater than the garden plants and becomes a tree, so that the birds of the air come and nest in its branches."
\ No newline at end of file
diff --git a/translate/figs-parallelism/01.md b/translate/figs-parallelism/01.md
index 673cd21..5fd2748 100644
--- a/translate/figs-parallelism/01.md
+++ b/translate/figs-parallelism/01.md
@@ -3,18 +3,18 @@
 
 In **parallelism** two phrases or clauses that are similar in structure or idea are used together. There are different kinds of parallelism. Some of them are the following: 
 
-  1. The second clause or phrase means the same as the first. This is also called synonymous parallelism. 
-  1. The second clarifies or strengthens the meaning of the first. 
-  1. The second completes what is said in the first. 
-  1. The second says something that contrasts with the first, but adds to the same idea. 
+1. The second clause or phrase means the same as the first. This is also called synonymous parallelism. 
+1. The second clarifies or strengthens the meaning of the first. 
+1. The second completes what is said in the first. 
+1. The second says something that contrasts with the first, but adds to the same idea. 
 
 Parallelism is most commonly found in Old Testament poetry, such as in the books of Psalms and Proverbs.  It also occurs in Greek in the New Testament, both in the four gospels and in the apostles' letters.  
 
 Synonymous parallelism (the kind in which the two phrases mean the same thing) in the poetry of the original languages has several effects: 
 
-  * It shows that something is very important by saying it more than once and in more than one way. 
-  * It helps the hearer to think more deeply about the idea by saying it in different ways. 
-  * It makes the language more beautiful and above the ordinary way of speaking.
+* It shows that something is very important by saying it more than once and in more than one way. 
+* It helps the hearer to think more deeply about the idea by saying it in different ways. 
+* It makes the language more beautiful and above the ordinary way of speaking.
 
 #### Reason this is a translation issue
 
@@ -66,32 +66,33 @@ This contrasts what happens when someone gives a gentle answer with what happens
 
 For most kinds of parallelism, it is good to translate both of the clauses or phrases. For synonymous parallelism, it is good to translate both clauses if people in your language understand that the purpose of saying something twice is to strengthen a single idea. But if your language does not use parallelism in this way, then consider using one of the following translation strategies.
 
-  1. Combine the ideas of both clauses into one. 
-  1. If it appears that the clauses are used together to show that what they say is really true, you could include words that emphasize the truth such as "truly" or "certainly." 
-  1. If it appears that the clauses are used together to intensify an idea in them, you could use words like "very," "completely" or "all." 
+1. Combine the ideas of both clauses into one. 
+1. If it appears that the clauses are used together to show that what they say is really true, you could include words that emphasize the truth such as "truly" or "certainly." 
+1. If it appears that the clauses are used together to intensify an idea in them, you could use words like "very," "completely" or "all." 
 
 ### Examples of Translation Strategies Applied
 
 1. Combine the ideas of both clauses into one. 
 
-  * **Until now you have deceived me and told me lies.** (Judges 16:13, ULB) - Delilah expressed this idea twice to emphasize that she was very upset. 
-      * "Until now you have deceived me with your lies."
+    * **Until now you have deceived me and told me lies.** (Judges 16:13, ULB) - Delilah expressed this idea twice to emphasize that she was very upset. 
+        * "Until now you have deceived me with your lies."
 
-  * **Yahweh sees everything a person does and watches all the paths he takes.** (Proverbs 5:21 ULB) - The phrase "all the paths he takes" is a metaphor for "all he does."
-      * "Yahweh pays attention to everything a person does."
+    * **Yahweh sees everything a person does and watches all the paths he takes.** (Proverbs 5:21 ULB) - The phrase "all the paths he takes" is a metaphor for "all he does."
+        * "Yahweh pays attention to everything a person does."
 
-  * **For Yahweh has a lawsuit with his people, and he will fight in court against Israel.** (Micah 6:2 ULB) - This parallelism describes one serious disagreement that Yahweh had with one group of people. If this is unclear, the phrases can be combined:
-      * "For Yahweh has a lawsuit with his people, Israel."
+    * **For Yahweh has a lawsuit with his people, and he will fight in court against Israel.** (Micah 6:2 ULB) - This parallelism describes one serious disagreement that Yahweh had with one group of people. If this is unclear, the phrases can be combined:
+        * "For Yahweh has a lawsuit with his people, Israel."
 
 2. If it appears that the clauses are used together to show that what they say is really true, you could include words that emphasize the truth such as "truly" or "certainly." 
 
-  * **Yahweh sees everything a person does and watches all the paths he takes.** (Proverbs 5:21 ULB)
-      * "Yahweh truly sees everything a person does."
+    * **Yahweh sees everything a person does and watches all the paths he takes.** (Proverbs 5:21 ULB)
+        * "Yahweh truly sees everything a person does."
 
 3. If it appears that the clauses are used together to intensify an idea in them, you could use words like "very," "completely" or "all." 
 
-  * **you have deceived me and told me lies.** (Judges 16:13 ULB)
-      * "All you have done is lie to me."
+    * **you have deceived me and told me lies.** (Judges 16:13 ULB)
+        * "All you have done is lie to me."
+
+    * **Yahweh sees everything a person does and watches all the paths he takes.** (Proverbs 5:21 ULB)
+        * "Yahweh sees absolutely everything that a person does."
 
-  * **Yahweh sees everything a person does and watches all the paths he takes.** (Proverbs 5:21 ULB)
-      * "Yahweh sees absolutely everything that a person does."
\ No newline at end of file
diff --git a/translate/figs-pastforfuture/01.md b/translate/figs-pastforfuture/01.md
index be00472..864238e 100644
--- a/translate/figs-pastforfuture/01.md
+++ b/translate/figs-pastforfuture/01.md
@@ -1,5 +1,5 @@
 
- 
+
 ### Description
 The predictive past is a figure of speech that uses the past tense to refer to things that will happen in the future. This is sometimes done in prophecy to show that the event will certainly happen. It is also called the prophetic perfect.
 
@@ -51,4 +51,5 @@ If the past tense would be natural and give the right meaning in your language,
 3) Some languages may use the present tense to show that something will happen very soon.
 
 * **Yahweh said to Joshua, "See, I <u>have handed</u> over to you Jericho, its king, and its trained soldiers."** (Joshua 6:2 ULB)
-    * Yahweh said to Joshua, "See, I <u>am handing</u> over to you Jericho, its king, and its trained soldiers."
\ No newline at end of file
+    * Yahweh said to Joshua, "See, I <u>am handing</u> over to you Jericho, its king, and its trained soldiers."
+
diff --git a/translate/figs-personification/01.md b/translate/figs-personification/01.md
index 1009273..14ed568 100644
--- a/translate/figs-personification/01.md
+++ b/translate/figs-personification/01.md
@@ -17,8 +17,8 @@ People also do this because it is sometimes easier to talk about people's relati
 
 ### Reasons this is a translation issue
 
-  * Some languages do not use personification. 
-  * Some languages use personification only in certain situations.
+* Some languages do not use personification. 
+* Some languages use personification only in certain situations.
 
 ### Examples from the Bible
 
@@ -34,26 +34,26 @@ The author speaks of wisdom and understanding as if they are a woman who calls o
 
 If the personification would be understood clearly, consider using it. If it would not be understood, here are some other ways for translating it.
 
-  1. Add words or phrases to make it clear.
-  1. Use words such as "like" or "as" to show that the sentences is not to be understood literally. 
-  1. Find a way to translate it without the personification. 
+1. Add words or phrases to make it clear.
+1. Use words such as "like" or "as" to show that the sentences is not to be understood literally. 
+1. Find a way to translate it without the personification. 
 
 ### Examples of Translation Strategies Applied
 
 1. Add words or phrases to make it clear. 
 
-  * ** ... <u>sin crouches</u> at the door** (Genesis 4:7 ULB) - God speaks of sin as a wild animal that is waiting for the chance to attack.  This shows how dangerous sin is. An additional phrase can be added to make this danger clear.
-      * ... <u>sin</u> is at your door, <u>waiting to attack you</u>
+    * ** ... <u>sin crouches</u> at the door** (Genesis 4:7 ULB) - God speaks of sin as a wild animal that is waiting for the chance to attack.  This shows how dangerous sin is. An additional phrase can be added to make this danger clear.
+        * ... <u>sin</u> is at your door, <u>waiting to attack you</u>
 
-2.  Use words such as "like" or "as" to show that the sentences is not to be understood literally.
+2. Use words such as "like" or "as" to show that the sentences is not to be understood literally.
 
-  * ** ... sin crouches at the door** (Genesis 4:7 ULB) - This can be translated with the word "as."
-      * ... sin is crouching at the door, just <u>as a wild animal does waiting to attack a person</u>.
+    * ** ... sin crouches at the door** (Genesis 4:7 ULB) - This can be translated with the word "as."
+        * ... sin is crouching at the door, just <u>as a wild animal does waiting to attack a person</u>.
 
 3. Find a way to translate it without the personification. 
 
-  * ** ... even the <u>winds and the sea obey him</u>**  (Matthew 8:27 ULB) - The men speak of the "wind and the sea as if they are able to hear" and obey Jesus as people can. This could also be translated without the idea of obedience by speaking of Jesus controlling them. 
-      * He even <u>controls the winds and the sea</u>.
+    * ** ... even the <u>winds and the sea obey him</u>**  (Matthew 8:27 ULB) - The men speak of the "wind and the sea as if they are able to hear" and obey Jesus as people can. This could also be translated without the idea of obedience by speaking of Jesus controlling them. 
+        * He even <u>controls the winds and the sea</u>.
 
 
 
diff --git a/translate/figs-possession/01.md b/translate/figs-possession/01.md
index eee4241..9b8b71f 100644
--- a/translate/figs-possession/01.md
+++ b/translate/figs-possession/01.md
@@ -3,27 +3,27 @@
 
 In common English, "possession" refers to having something, or to something that a person has. In English that grammatical relationship is shown with <u>of</u>, or an apostrophe and the letter <u>s</u>, or a possessive pronoun.
 
-  * the house <u>of</u> my grandfather
-  * my grandfather<u>'s</u> house
-  * <u>his</u> house
+* the house <u>of</u> my grandfather
+* my grandfather<u>'s</u> house
+* <u>his</u> house
 
 Possession is used in Hebrew, Greek, and English for a variety of situations. Here are a few common situations that it is used for.
 
-  * Ownership - Someone owns something.
+* Ownership - Someone owns something.
     * My clothes - The clothes that I own
-  * Social relationship - Someone has some kind of social relationship with another.
+* Social relationship - Someone has some kind of social relationship with another.
     * my mother -  the woman who gave birth to me, or the woman who cared for me
     * my teacher - the person who teaches me
-  * Contents - Something has something in it.
+* Contents - Something has something in it.
     * a bag of potatoes - a bag that has potatoes in it, or a bag that is full of potatoes
-  * Part and whole: One thing is part of another.
-     * my head - the head that is part of my body
-     * the roof of a house - the roof that is part of a house
+* Part and whole: One thing is part of another.
+    * my head - the head that is part of my body
+    * the roof of a house - the roof that is part of a house
 
 #### Reasons this is a translation issue
 
-  * Translators need to understand the relationship between two ideas represented by the two nouns when one possesses the other.
-  * Some languages do not use possession for all of the situations that your source text Bible might use it for.
+* Translators need to understand the relationship between two ideas represented by the two nouns when one possesses the other.
+* Some languages do not use possession for all of the situations that your source text Bible might use it for.
 
 ### Examples from the Bible
 
@@ -66,41 +66,42 @@ In the example below, <u>Christ loves us</u>.
 
 ### Strategies for learning what the relationship is between the two nouns
 
-  1. Read the surrounding verses to see if they help you to understand the relationship between the two nouns.
-  1. Read the verse in the UDB. Sometimes it shows the relationship clearly.
-  1. See what the notes say about it.
+1. Read the surrounding verses to see if they help you to understand the relationship between the two nouns.
+1. Read the verse in the UDB. Sometimes it shows the relationship clearly.
+1. See what the notes say about it.
 
 ### Translation Strategies
 
 If possession would be a natural way to show a particular relationship between two nouns, consider using it. If it would be strange or hard to understand, consider these.
 
-  1. Use an adjective to show that one describes the other.
-  1. Use a verb to show how the two are related. 
-  1. If one of the nouns refers to an event, translate it as a verb.
+1. Use an adjective to show that one describes the other.
+1. Use a verb to show how the two are related. 
+1. If one of the nouns refers to an event, translate it as a verb.
 
 ### Examples of Translation Strategies Applied
 
 1. Use an adjective to show that one describes the other. The adjective below is in **bold** print.
 
-  * **On their heads were something like <u>crowns of gold</u>** (Revelation 9:7)
-      * "On their heads were <u>**gold** crowns</u>"
+    * **On their heads were something like <u>crowns of gold</u>** (Revelation 9:7)
+        * "On their heads were <u>**gold** crowns</u>"
 
 2. Use a verb to show how the two are related. In the example below, the added verb is in bold.
 
-  * ** ... Whoever gives you <u>a cup of water</u> to drink ... will not lose his reward.**  (Mark 9:41 ULB)
-      * ... Whoever gives you <u>a cup that **has** water in it</u> to drink ... will not lose his reward.
+    * ** ... Whoever gives you <u>a cup of water</u> to drink ... will not lose his reward.**  (Mark 9:41 ULB)
+        * ... Whoever gives you <u>a cup that **has** water in it</u> to drink ... will not lose his reward.
 
-  * **Wealth is worthless on <u>the day of wrath</u>** (Proverbs 11:4 ULB)
-      * Wealth is worthless on <u>the day when God **shows** his wrath.</u>
-      * Wealth is worthless on the <u>day when God **punishes** people because of his wrath</u>.
+    * **Wealth is worthless on <u>the day of wrath</u>** (Proverbs 11:4 ULB)
+        * Wealth is worthless on <u>the day when God **shows** his wrath.</u>
+        * Wealth is worthless on the <u>day when God **punishes** people because of his wrath</u>.
 
 3. If one of the nouns refers to an event, translate it as a verb. In the example below, that verb is in bold.
 
-  * **Notice that I am not speaking to your children, who have not known or seen <u>the punishment of Yahweh your God</u>,** (Deuteronomy 11:2 ULB)
-      * Notice that I am not speaking to your children who have not known or seen <u>how Yahweh your God **punished** the people of Egypt.</u>
+    * **Notice that I am not speaking to your children, who have not known or seen <u>the punishment of Yahweh your God</u>,** (Deuteronomy 11:2 ULB)
+        * Notice that I am not speaking to your children who have not known or seen <u>how Yahweh your God **punished** the people of Egypt.</u>
 
-  * **You will only observe and see the <u>punishment of the wicked</u>.** (Psalms 91:8 ULB)
-      * You will only observe and see <u>how Yahweh **punishes** the wicked</u>. 
+    * **You will only observe and see the <u>punishment of the wicked</u>.** (Psalms 91:8 ULB)
+        * You will only observe and see <u>how Yahweh **punishes** the wicked</u>. 
+
+    * **... you will receive the gift <u>of the Holy Spirit</u>.** (Acts 2:38 ULB)
+        * ... you will receive <u>the Holy Spirit, whom God will **give** to you</u>.
 
-  * **... you will receive the gift <u>of the Holy Spirit</u>.** (Acts 2:38 ULB)
-      * ... you will receive <u>the Holy Spirit, whom God will **give** to you</u>.
\ No newline at end of file
diff --git a/translate/figs-pronouns/01.md b/translate/figs-pronouns/01.md
index 45fbdf4..5264c0d 100644
--- a/translate/figs-pronouns/01.md
+++ b/translate/figs-pronouns/01.md
@@ -10,57 +10,57 @@ Personal pronouns refer to people or things and show if the speaker is referring
 
 #### Person
 
-  * First Person - The speaker and possibly others  (I, we)
+* First Person - The speaker and possibly others  (I, we)
     * [Inclusive "We"](../figs-inclusive/01.md)
     * [Exclusive "We"](../figs-exclusive/01.md)
-  * Second Person - The person or people that the speaker is talking to and possibly others  (you) 
+* Second Person - The person or people that the speaker is talking to and possibly others  (you) 
     * [Forms of You](../figs-you/01.md)
-  * Third Person - Someone or something other than the speaker and those he is talking to (he, she, it, they)
+* Third Person - Someone or something other than the speaker and those he is talking to (he, she, it, they)
 
 #### Number
 
-  * Singular - one  (I, you, he, she, it) 
-  * Plural - more than one  (we, you, they)
+* Singular - one  (I, you, he, she, it) 
+* Plural - more than one  (we, you, they)
     * [Singular Pronouns that Refer to Groups](../figs-youcrowd/01.md) 
-  * Dual - two (Some languages have pronouns for specifically two people or two things.)
+* Dual - two (Some languages have pronouns for specifically two people or two things.)
 
 #### Gender
 
-  * Masculine - he
-  * Feminine - she
-  * Neuter - it
+* Masculine - he
+* Feminine - she
+* Neuter - it
 
 #### Relationship to other words in the sentence
 
-  * Subject of the verb: I, you, he, she, it, we, they
-  * Object of the verb or preposition: me, you, him, her, it, us, them
-  * Possessor with a noun: my, your, his, her, its, our, their
-  * Possessor without a noun: mine, yours, his, hers, its, ours, theirs
+* Subject of the verb: I, you, he, she, it, we, they
+* Object of the verb or preposition: me, you, him, her, it, us, them
+* Possessor with a noun: my, your, his, her, its, our, their
+* Possessor without a noun: mine, yours, his, hers, its, ours, theirs
 
 ### Other Types of pronouns
 
 **[Reflexive Pronouns](../figs-rpronouns/01.md)** refer to another noun or pronoun in the same sentence: myself, yourself, himself, herself, itself, ourselves, yourselves, themselves.
 
-  * **John saw <u>himself</u> in the mirror.** - The word "himself" refers to John.
+* **John saw <u>himself</u> in the mirror.** - The word "himself" refers to John.
 
 **Interrogative Pronouns** are used to make a question that needs more than just a yes or no for an answer: who, whom, whose, what, where, when, why, how
 
-  * **<u>Who</u> built the house?**
+* **<u>Who</u> built the house?**
 
 **Relative Pronouns** mark a relative clause. They tell more about a noun in the main part of the sentence: that, which, who, whom, where, when 
 
-  * **I saw the house <u>that</u> John built.** The clause "that John built" tells which house I saw.
-  * **I saw the man <u>who</u> built the house.** The clause "who built the house" tells which man I saw.
+* **I saw the house <u>that</u> John built.** The clause "that John built" tells which house I saw.
+* **I saw the man <u>who</u> built the house.** The clause "who built the house" tells which man I saw.
 
 **Demonstrative Pronouns** are used to draw attention to someone or something and to show distance from the speaker or something else: this, these, that, those.  
 
-  * **Have you seen <u>this</u> here?**
-  * **Who is <u>that</u> over there?**
+* **Have you seen <u>this</u> here?**
+* **Who is <u>that</u> over there?**
 
 **Indefinite pronouns** are used when no particular noun is being referred to: any, anyone, someone, anything, something, some. Sometimes a personal pronoun is used in a generic way to do this: you, they, he or it.
 
-  * **He does not want to talk to <u>anyone</u>.** 
-  * **<u>Someone</u> fixed it, but I do not know who.** 
-  * **<u>They</u> say that <u>you</u> should not wake a sleeping dog.** 
+* **He does not want to talk to <u>anyone</u>.** 
+* **<u>Someone</u> fixed it, but I do not know who.** 
+* **<u>They</u> say that <u>you</u> should not wake a sleeping dog.** 
 
 In the last example, "they" and "you" just refer to people in general.
\ No newline at end of file
diff --git a/translate/figs-quotations/01.md b/translate/figs-quotations/01.md
index b8cdcef..6a01aa5 100644
--- a/translate/figs-quotations/01.md
+++ b/translate/figs-quotations/01.md
@@ -6,11 +6,11 @@ There are two kinds of quotations: direct quotation and indirect quotation.
 
 A **direct quotation** occurs when someone reports what another person said from the viewpoint of that original speaker. People usually expect that this kind of quotation will represent the original speaker's exact words. In the example below, John would have said "I" when referring to himself, so the narrator, who is reporting John's words, uses the word "I" in the quotation to refer to John. To show that these are John's exact words, many languages put the words between quotation marks:"".
 
-  * John said, "<u>I</u> do not know at what time <u>I</u> will arrive." 
+* John said, "<u>I</u> do not know at what time <u>I</u> will arrive." 
 
 An **indirect quotation** occurs when a speaker reports what someone else said, but in this case, the speaker is reporting it from his own point of view instead of from the original person's point of view. This kind of quotation usually features changes in pronouns, and it often features changes in time, in word choices, and in length. In the example below, the narrator refers to John as "he" in the quotation and uses the word "would," to replace the future tense indicated by "will."
 
-  * John said that <u>he</u> did not know at what time <u>he</u> would arrive.
+* John said that <u>he</u> did not know at what time <u>he</u> would arrive.
 
 ### Why this is a translation issue
 
@@ -21,32 +21,32 @@ In some languages, reported speech can be expressed by either direct or indirect
 The verses in the examples below contain both direct and indirect quotations. In the explanation below the verse, we have underlined the quotations. 
 >He instructed him to tell no one, but told him, "Go on your way, and show yourself to the priest and offer a sacrifice for your cleansing, according to what Moses commanded, for a testimony to them." (Luke 5:14 ULB)
 
-  * Indirect quote: He instructed him <u>to tell no one</u>,
-  * Direct quote: but told him, "<u>Go on your way, and show yourself to the priest…</u>"
+* Indirect quote: He instructed him <u>to tell no one</u>,
+* Direct quote: but told him, "<u>Go on your way, and show yourself to the priest…</u>"
 
 >Being asked by the Pharisees when the kingdom of God would come, Jesus answered them and said, "The kingdom of God is not something that can be observed. Neither will they say, 'Look here!' or, 'Look there!' because the kingdom of God is among you."  (Luke 17:20-21 ULB)
 
-  * Indirect quote: Being asked by the Pharisees <u>when the kingdom of God would come,</u> 
-  * Direct quote: Jesus answered them and said, "<u>The kingdom of God is not something that can be observed. Neither will they say, 'Look here!' or, 'Look there!' because the kingdom of God is among you.</u>" 
-  * Direct quotes:  Neither will they say, '<u>Look here!</u>' or, '<u>Look there!</u>'
+* Indirect quote: Being asked by the Pharisees <u>when the kingdom of God would come,</u> 
+* Direct quote: Jesus answered them and said, "<u>The kingdom of God is not something that can be observed. Neither will they say, 'Look here!' or, 'Look there!' because the kingdom of God is among you.</u>" 
+* Direct quotes:  Neither will they say, '<u>Look here!</u>' or, '<u>Look there!</u>'
 
 ### Translation Strategies
 
 If the kind of quote used in the source text would work well in your language, consider using it. If the kind of quote used in that context is not natural for your language, follow these strategies. 
 
-  1. If a direct quote would not work well in your language, change it to an indirect quote.
-  1. If an indirect quote would not work well in your language, change it to a direct quote.
+1. If a direct quote would not work well in your language, change it to an indirect quote.
+1. If an indirect quote would not work well in your language, change it to a direct quote.
 
 ### Examples of Translation Strategies Applied
 
 1. If a direct quote would not work well in your language, change it to an indirect quote.
 
-  * **He instructed him to tell no one, but told him, "<u>Go on your way, and show yourself to the priest and offer a sacrifice for your cleansing, according to what Moses commanded, for a testimony to them.</u>"** (Luke 5:14 ULB)
-      * He instructed him to tell no one, but <u>to go on his way, and to show himself to the priest and to offer a sacrifice for his cleansing, according to what Moses commanded, for a testimony to them</u>."
+    * **He instructed him to tell no one, but told him, "<u>Go on your way, and show yourself to the priest and offer a sacrifice for your cleansing, according to what Moses commanded, for a testimony to them.</u>"** (Luke 5:14 ULB)
+        * He instructed him to tell no one, but <u>to go on his way, and to show himself to the priest and to offer a sacrifice for his cleansing, according to what Moses commanded, for a testimony to them</u>."
 
 1. If an indirect quote would not work well in  your language, change it to a direct quote.
 
-  * **He instructed him, <u>to tell no one</u>, but told him, "Go on your way, and show yourself to the priest and offer a sacrifice for your cleansing, according to what Moses commanded, for a testimony to them."** (Luke 5:14 ULB)
-      * He instructed him, "<u>Tell no one</u>. Just go on your way, and show yourself to the priest and offer a sacrifice for your cleansing, according to what Moses commanded, for a testimony to them."
+    * **He instructed him, <u>to tell no one</u>, but told him, "Go on your way, and show yourself to the priest and offer a sacrifice for your cleansing, according to what Moses commanded, for a testimony to them."** (Luke 5:14 ULB)
+        * He instructed him, "<u>Tell no one</u>. Just go on your way, and show yourself to the priest and offer a sacrifice for your cleansing, according to what Moses commanded, for a testimony to them."
 
 You may also want to watch the video at http://ufw.io/figs_quotations.
\ No newline at end of file
diff --git a/translate/figs-quotemarks/01.md b/translate/figs-quotemarks/01.md
index aeb9d69..242d35e 100644
--- a/translate/figs-quotemarks/01.md
+++ b/translate/figs-quotemarks/01.md
@@ -1,19 +1,19 @@
- 
+
 
 ### Description
 
 Some languages use quotation marks to mark off direct quotes from the rest of the text. English uses the mark " before and after a quote. 
 
-  * John said, "I do not know when I will arrive."
+* John said, "I do not know when I will arrive."
 
 Quotation marks are not used with indirect quotes.
 
-  * John said that he did not know when he would arrive.
+* John said that he did not know when he would arrive.
 
 When there are many layers of quotes inside of quotes, it might be hard for readers to understand who is saying what. Alternating two kinds of quote marks can help careful readers to keep track of them.  In English the outermost quote has double quote marks, and the next quote inside has single marks. The next quote inside of that has double quote marks.
 
-  * Mary said, "John said, 'I do not know when I will arrive.' "
-  * Bob said, "Mary said, 'John said, "I do not know when I will arrive." ' "
+* Mary said, "John said, 'I do not know when I will arrive.' "
+* Bob said, "Mary said, 'John said, "I do not know when I will arrive." ' "
 
 Some languages use other kinds of quotation marks: Here are some examples: ‚ ' „ " ‹ › « » ⁊ — .
 
@@ -48,23 +48,27 @@ A fourth layer direct quote has single quote marks around it. We have underlined
 
 Here are some ways you may be able to help readers see where each quote starts and ends so they can more easily know who said what.
 
-  1. Alternate two kinds of quote marks to show layers of direct quotation. English alternates double quote marks and single quote marks.
-  1. Translate one or some of the quotes as indirect quotes in order to use fewer quote marks, since indirect quotes do not need them. (see [Direct and Indirect Quotations](../figs-quotations/01.md))
-  1. If a quotation is very long and has many layers of quotation in it, indent the main overall  quote, and use quote marks only for the direct quotes inside of it.
+1. Alternate two kinds of quote marks to show layers of direct quotation. English alternates double quote marks and single quote marks.
+1. Translate one or some of the quotes as indirect quotes in order to use fewer quote marks, since indirect quotes do not need them. (see [Direct and Indirect Quotations](../figs-quotations/01.md))
+1. If a quotation is very long and has many layers of quotation in it, indent the main overall  quote, and use quote marks only for the direct quotes inside of it.
 
 ### Examples of Quote Marking Strategies Applied
 
 1. Alternate two kinds of quote marks to show layers of direct quotation as shown in the ULB text below.
+
 >They said to him, "A man came to meet us who said to us, 'Go back to the king who sent you, and say to him, "Yahweh says this: 'Is it because there is no God in Israel that you sent men to consult with Baal Zebub, the god of Ekron? Therefore you will not come down from the bed to which you have gone up; instead, you will certainly die.' " ' " (2 Kings 1:6 ULB) 
 
 2. Translate one or some of the quotes as indirect quotes in order to use fewer quote marks, since indirect quotes do not need them. In English the word "that" can introduce an indirect quote. In the example below, everything after the word "that" is an indirect quote of what the messengers said to the king. Within that indirect quote, there are some direct quotes marked with " and '.
+
 >They said to him, "A man came to meet us who said to us, 'Go back to the king who sent you, and say to him, "Yahweh says this: 'Is it because there is no God in Israel that you sent men to consult with Baal Zebub, the god of Ekron? Therefore you will not come down from the bed to which you have gone up; instead, you will certainly die.' " ' " (2 Kings 1:6 ULB) 
 
 
-  * They told him <u>that</u> a man came to meet them  who said to them, "Go back to the king who sent you, and say to him, 'Yahweh says this: "Is it because there is no God in Israel that you sent men to consult with Baal Zebub, the god of Ekron? Therefore you will not come down from the bed to which you have gone up; instead, you will certainly die." ' "
+* They told him <u>that</u> a man came to meet them  who said to them, "Go back to the king who sent you, and say to him, 'Yahweh says this: "Is it because there is no God in Israel that you sent men to consult with Baal Zebub, the god of Ekron? Therefore you will not come down from the bed to which you have gone up; instead, you will certainly die." ' "
 
 3. If a quotation is very long and has many layers of quotation in it, indent the main overall  quote, and use quote marks only for the direct quotes inside of it.
+
 >They said to him, "A man came to meet us who said to us, 'Go back to the king who sent you, and say to him, "Yahweh says this: 'Is it because there is no God in Israel that you sent men to consult with Baal Zebub, the god of Ekron? Therefore you will not come down from the bed to which you have gone up; instead, you will certainly die.' " ' " (2 Kings 1:6 ULB) 
 
-  * They said to him,
-      * A man came to meet us who said to us, "Go back to the king who sent you, and say to him, 'Yahweh says this: "Is it because there is no God in Israel that you sent men to consult with Baal Zebub, the god of Ekron? Therefore you will not come down from the bed to which you have gone up; instead, you will certainly die." ' "
\ No newline at end of file
+* They said to him,
+    * A man came to meet us who said to us, "Go back to the king who sent you, and say to him, 'Yahweh says this: "Is it because there is no God in Israel that you sent men to consult with Baal Zebub, the god of Ekron? Therefore you will not come down from the bed to which you have gone up; instead, you will certainly die." ' "
+
diff --git a/translate/figs-quotesinquotes/01.md b/translate/figs-quotesinquotes/01.md
index 512c04c..1576bc7 100644
--- a/translate/figs-quotesinquotes/01.md
+++ b/translate/figs-quotesinquotes/01.md
@@ -6,9 +6,9 @@ A quotation may have a quote within it, and quotes that are inside of other quot
 
 #### Reasons this is a translation issue
 
-  1. When there  is a quote within a quote, the listener needs to know who the pronouns refer to. For example if a quote that is inside a quote has the word "I," the listener needs to know whether "I" refers to the speaker of the inner quote or the outer quote.
-  1. Some languages make this clear by using different kinds of quotes when there are quotes within quotes. They may use direct quotes for some and indirect quotes for others.
-  1. Some languages do not use indirect quotes.
+1. When there  is a quote within a quote, the listener needs to know who the pronouns refer to. For example if a quote that is inside a quote has the word "I," the listener needs to know whether "I" refers to the speaker of the inner quote or the outer quote.
+1. Some languages make this clear by using different kinds of quotes when there are quotes within quotes. They may use direct quotes for some and indirect quotes for others.
+1. Some languages do not use indirect quotes.
 
 ### Examples from the Bible
 
@@ -41,20 +41,21 @@ The outermost layer is what the messengers said to the king. The second layer is
 
 Some languages use only direct quotes. Other languages use a combination of direct quotes and indirect quotes. In those languages it might sound strange and perhaps even be confusing if there are many layers of direct quotes. 
 
-  1. Translate all of the quotes as direct quotes. 
-  1. Translate one or some of the quotes as indirect quotes. (see [Direct and Indirect Quotations](../figs-quotations/01.md))
+1. Translate all of the quotes as direct quotes. 
+1. Translate one or some of the quotes as indirect quotes. (see [Direct and Indirect Quotations](../figs-quotations/01.md))
 
 ### Examples of Translation Strategies Applied
 
 1. Translate all of the quotes as direct quotes. In the example below we have underlined the indirect quotes in the ULB and the quotes that we have changed to direct quotes below it.
 
-  * **Festus presented Paul's case to the king; he said, "A certain man was left behind here by Felix as a prisoner. ...I was puzzled about how to investigate this matter, and I asked him <u>if he would go to Jerusalem to be judged there about these things</u>. But when Paul called <u>to be kept under guard for the Emperor's decision</u>, I ordered him <u>to be kept until I send him to Caesar</u>."** (Acts 25:14-21 ULB)
-      * Festus presented Paul's case to the king; he said, "A certain man was left behind here by Felix as a prisoner. ...I was puzzled about how to investigate this matter, and I asked him, <u>'Will you  go to Jerusalem to be judged there about these things?'</u> But when Paul said, <u>'I want to be kept under guard for the Emperor's decision,'</u> I told the guard, <u>'Keep him under guard until I send him to Caesar.'</u>"  
+    * **Festus presented Paul's case to the king; he said, "A certain man was left behind here by Felix as a prisoner. ...I was puzzled about how to investigate this matter, and I asked him <u>if he would go to Jerusalem to be judged there about these things</u>. But when Paul called <u>to be kept under guard for the Emperor's decision</u>, I ordered him <u>to be kept until I send him to Caesar</u>."** (Acts 25:14-21 ULB)
+        * Festus presented Paul's case to the king; he said, "A certain man was left behind here by Felix as a prisoner. ...I was puzzled about how to investigate this matter, and I asked him, <u>'Will you  go to Jerusalem to be judged there about these things?'</u> But when Paul said, <u>'I want to be kept under guard for the Emperor's decision,'</u> I told the guard, <u>'Keep him under guard until I send him to Caesar.'</u>"  
 
 2. Translate one or some of the quotes as indirect quotes. In English the word "that" can come before indirect quotes. It is underlined in the examples below. The pronouns that changed because of the indirect quote are also underlined.
 
-  * **Then Yahweh spoke to Moses and said, "I have heard the grumbling of the Israelites. Tell them, 'At twilight you will eat meat, and in the morning you will be filled with bread. Then you will know that I am Yahweh your God.' "**  (Exodus 16:11-12 ULB)
-      * Then Yahweh spoke to Moses and said, "I have heard the grumbling of the Israelites. Tell them <u>that</u> at twilight <u>they</u> will eat meat, and in the morning <u>they</u> will be filled with bread. Then <u>they</u> will know that I am Yahweh <u>their</u> God."
+    * **Then Yahweh spoke to Moses and said, "I have heard the grumbling of the Israelites. Tell them, 'At twilight you will eat meat, and in the morning you will be filled with bread. Then you will know that I am Yahweh your God.' "**  (Exodus 16:11-12 ULB)
+        * Then Yahweh spoke to Moses and said, "I have heard the grumbling of the Israelites. Tell them <u>that</u> at twilight <u>they</u> will eat meat, and in the morning <u>they</u> will be filled with bread. Then <u>they</u> will know that I am Yahweh <u>their</u> God."
+
+    * **They said to him, "A man came to meet us who said to us, 'Go back to the king who sent you, and say to him, "Yahweh says this: 'Is it because there is no God in Israel that you sent men to consult with Baal Zebub, the god of Ekron? Therefore you will not come down from the bed to which you have gone up; instead, you will certainly die.' " ' "**  (2 Kings 1:6 ULB) 
+        * They told him <u>that</u> a man had come to meet <u>them</u> who said to <u>them</u>, "Go back to the king who sent you, and tell him <u>that</u> Yahweh says this:  'Is it because there is no God in Israel that you sent men to consult with Baal Zebub, the god of Ekron? Therefore you will not come down from the bed to which you have gone up; instead, you will certainly die.' "
 
-  * **They said to him, "A man came to meet us who said to us, 'Go back to the king who sent you, and say to him, "Yahweh says this: 'Is it because there is no God in Israel that you sent men to consult with Baal Zebub, the god of Ekron? Therefore you will not come down from the bed to which you have gone up; instead, you will certainly die.' " ' "**  (2 Kings 1:6 ULB) 
-      * They told him <u>that</u> a man had come to meet <u>them</u> who said to <u>them</u>, "Go back to the king who sent you, and tell him <u>that</u> Yahweh says this:  'Is it because there is no God in Israel that you sent men to consult with Baal Zebub, the god of Ekron? Therefore you will not come down from the bed to which you have gone up; instead, you will certainly die.' "
\ No newline at end of file
diff --git a/translate/figs-rpronouns/01.md b/translate/figs-rpronouns/01.md
index d2eefcb..2d58597 100644
--- a/translate/figs-rpronouns/01.md
+++ b/translate/figs-rpronouns/01.md
@@ -1,20 +1,20 @@
 
- 
+
 ### Description
 
 All languages have ways of showing that the same person fills two different roles in a sentence. English does this by using **Reflexive pronouns**. These are pronouns that refer to someone or something that has already been mentioned in a sentence. In English the reflexive pronouns are: myself, yourself, himself, herself, itself, ourselves, yourselves, and themselves. Other languages may have other ways to show this.
 
 ### Reason this is a translation issue
 
-  * Languages have different ways of showing that the same person fills two different roles in a sentence. For those languages, translators will need to know how to translate the English reflexive pronouns.
-  * The reflexive pronouns in English also have other functions.
+* Languages have different ways of showing that the same person fills two different roles in a sentence. For those languages, translators will need to know how to translate the English reflexive pronouns.
+* The reflexive pronouns in English also have other functions.
 
 ### Uses of Reflexive Pronouns
 
-  * To show that the same person or things fills two different roles in a sentence
-  * To emphasize a person or thing in the sentence
-  * To show that someone did something alone 
-  * To show that someone or something was alone
+* To show that the same person or things fills two different roles in a sentence
+* To emphasize a person or thing in the sentence
+* To show that someone did something alone 
+* To show that someone or something was alone
 
 ### Examples from the Bible
 
@@ -48,30 +48,31 @@ If a reflexive pronoun would have the same function in your language, consider u
 
 1. In some languages people put something on the verb to show that the object of the verb is the same as the subject. 
 
-  * **If I should testify about <u>myself</u> alone, my testimony would not be true.** (John 5:31)
-      * "If I should <u>self-testify</u> alone, my testimony would not be true." 
+    * **If I should testify about <u>myself</u> alone, my testimony would not be true.** (John 5:31)
+        * "If I should <u>self-testify</u> alone, my testimony would not be true." 
 
-  * **Now the Passover of the Jews was near, and many went up to Jerusalem out of the country before the Passover in order to <u>purify themselves</u>.** (John 11:55) 
-      * "Now the Passover of the Jews was near, and many went up to Jerusalem out of the country before the Passover in order to <u>self-purify</u>."
+    * **Now the Passover of the Jews was near, and many went up to Jerusalem out of the country before the Passover in order to <u>purify themselves</u>.** (John 11:55) 
+        * "Now the Passover of the Jews was near, and many went up to Jerusalem out of the country before the Passover in order to <u>self-purify</u>."
 
 2. In some languages people emphasize a certain person or thing by referring to it in a special place in the sentence. 
 
-  * **<u>He himself</u> took our sickness and bore our diseases.** (Matthew 8:17 ULB)
-      * "<u>It was he who</u>  took our sickness and bore our diseases."
+    * **<u>He himself</u> took our sickness and bore our diseases.** (Matthew 8:17 ULB)
+        * "<u>It was he who</u>  took our sickness and bore our diseases."
 
-  * **<u>Jesus himself</u> was not baptizing, but his disciples were.** (John 4:2)
-      * "<u>It was not Jesus who</u> was baptizing, but his disciples were."
+    * **<u>Jesus himself</u> was not baptizing, but his disciples were.** (John 4:2)
+        * "<u>It was not Jesus who</u> was baptizing, but his disciples were."
 
 3. In some languages people emphasize a certain person or thing by adding something to that word or putting another word with it. English adds the reflexive pronoun.
 
-  * **Now Jesus said this to test Philip, for he <u>himself</u> knew what he was going to do.** (John 6:6)
+    * **Now Jesus said this to test Philip, for he <u>himself</u> knew what he was going to do.** (John 6:6)
 
 4. In some languages people show that someone did something alone by using a word like "alone."
 
-  * **When Jesus realized that they were about to come and seize him by force to make him king, he withdrew again up the mountain <u>by himself</u>.** (John 6:15)
-      * "When Jesus realized that they were about to come and seize him by force to make him king, he withdrew again <u>alone</u> up the mountain." 
+    * **When Jesus realized that they were about to come and seize him by force to make him king, he withdrew again up the mountain <u>by himself</u>.** (John 6:15)
+        * "When Jesus realized that they were about to come and seize him by force to make him king, he withdrew again <u>alone</u> up the mountain." 
 
 5. In some languages people show that something was alone by using a phrase that tells about where it was.
 
-  * **He saw the linen cloths lying there and the cloth that had been on his head. It was not lying with the linen cloths but was rolled up in its place <u>by itself</u>.** (John 20:6-7 ULB)  
-      * "He saw the linen cloths lying there and the cloth that had been on his head. It was not lying with the linen cloths but was rolled up and lying <u>in it's own place</u>."
\ No newline at end of file
+    * **He saw the linen cloths lying there and the cloth that had been on his head. It was not lying with the linen cloths but was rolled up in its place <u>by itself</u>.** (John 20:6-7 ULB)  
+        * "He saw the linen cloths lying there and the cloth that had been on his head. It was not lying with the linen cloths but was rolled up and lying <u>in it's own place</u>."
+
diff --git a/translate/figs-rquestion/01.md b/translate/figs-rquestion/01.md
index 7a00941..e7b6380 100644
--- a/translate/figs-rquestion/01.md
+++ b/translate/figs-rquestion/01.md
@@ -13,9 +13,9 @@ The Bible contains many rhetorical questions. Some of the purposes of these rhet
 
 #### Reasons this is a translation issue
 
-  * Some languages do not use rhetorical questions; for them a question is always a request for information. 
-  * Some languages use rhetorical questions, but for purposes that are more limited or different than in the Bible.
-  * Because of these differences between languages, some readers might misunderstand the purpose of a rhetorical question in the Bible.
+* Some languages do not use rhetorical questions; for them a question is always a request for information. 
+* Some languages use rhetorical questions, but for purposes that are more limited or different than in the Bible.
+* Because of these differences between languages, some readers might misunderstand the purpose of a rhetorical question in the Bible.
 
 ### Examples from the Bible
 
@@ -74,32 +74,37 @@ If using the rhetorical question would be natural and give the right meaning in
 ### Examples of Translation Strategies Applied
 
 1. Add the answer after the question.
-  * **<u>Will a virgin forget her jewelry, a bride her veils?</u> Yet my people have forgotten me for days without number!** (Jeremiah 2:32 ULB)
-      * Will a virgin forget her jewelry, a bride her veils? <u>Of course not!</u> Yet my people have forgotten me for days without number!
 
-  * **Or what man among you is there who, if his son asks him for a loaf of bread, will give him a stone?** (Matthew 7:9 ULB)
-      * Or what man among you is there who, if his son asks him for a loaf of bread, will give him a stone? <u>None of you would do that!</u>
+    * **<u>Will a virgin forget her jewelry, a bride her veils?</u> Yet my people have forgotten me for days without number!** (Jeremiah 2:32 ULB)
+        * Will a virgin forget her jewelry, a bride her veils? <u>Of course not!</u> Yet my people have forgotten me for days without number!
+
+    * **Or what man among you is there who, if his son asks him for a loaf of bread, will give him a stone?** (Matthew 7:9 ULB)
+        * Or what man among you is there who, if his son asks him for a loaf of bread, will give him a stone? <u>None of you would do that!</u>
 
 2. Change the rhetorical question to a statement or exclamation.
-  * **<u>What is the kingdom of God like, and what can I compare it to?</u> It is like a mustard seed...**  (Luke 13:18-19 ULB) 
-      * <u>This is what the kingdom of God is like.</u> It is like a mustard seed..."
 
-  * **<u>Is this how you insult God's high priest?</u>** (Acts 23:4 ULB)
-      * <u>You should not insult God's high priest!</u>
- 
-  * **<u>Why did I not die when I came out from the womb?</u>** (Job 3:11 ULB)
-      * <u>I wish I had died when I came out from the womb!</u>
+    * **<u>What is the kingdom of God like, and what can I compare it to?</u> It is like a mustard seed...**  (Luke 13:18-19 ULB) 
+        * <u>This is what the kingdom of God is like.</u> It is like a mustard seed..."
 
-  * **<u>And why has it happened to me that the mother of my Lord should come to me?</u>** (Luke 1:43 ULB)
-      * <u>How wonderful it is that the mother of my Lord has come to me!</u>
+    * **<u>Is this how you insult God's high priest?</u>** (Acts 23:4 ULB)
+        * <u>You should not insult God's high priest!</u>
+
+    * **<u>Why did I not die when I came out from the womb?</u>** (Job 3:11 ULB)
+        * <u>I wish I had died when I came out from the womb!</u>
+
+    * **<u>And why has it happened to me that the mother of my Lord should come to me?</u>** (Luke 1:43 ULB)
+        * <u>How wonderful it is that the mother of my Lord has come to me!</u>
 
 3. Change the rhetorical question to a statement, and then follow it with a short question.
-  * **<u>Do you not still rule</u> the kingdom of Israel?** (1 Kings 21:7 ULB)
-      * You still rule the kingdom of Israel, <u>do you not?</u>
+
+    * **<u>Do you not still rule</u> the kingdom of Israel?** (1 Kings 21:7 ULB)
+        * You still rule the kingdom of Israel, <u>do you not?</u>
 
 4. Change the form of the question so that it communicates in your langauge what the orignal speaker communicated in his.
-  * **Or <u>what man among you is there who</u>, if his son asks him for a loaf of bread, <u>will give him a stone?</u>** (Matthew 7:9 ULB)
-      * If your son asks you for a loaf of bread, <u>would you give him a stone</u>?
 
-  * **<u>Will a virgin forget her jewelry, a bride her veils</u>? Yet my people have forgotten me for days without number!** (Jeremiah 2:32 ULB)
-      * <u>What virgin would forget her jewelry, and what bride would forget her veils</u>? Yet my poeple have forgotten me for days without number
\ No newline at end of file
+    * **Or <u>what man among you is there who</u>, if his son asks him for a loaf of bread, <u>will give him a stone?</u>** (Matthew 7:9 ULB)
+        * If your son asks you for a loaf of bread, <u>would you give him a stone</u>?
+
+    * **<u>Will a virgin forget her jewelry, a bride her veils</u>? Yet my people have forgotten me for days without number!** (Jeremiah 2:32 ULB)
+        * <u>What virgin would forget her jewelry, and what bride would forget her veils</u>? Yet my poeple have forgotten me for days without number
+
diff --git a/translate/figs-sentences/01.md b/translate/figs-sentences/01.md
index dd65ecf..641d597 100644
--- a/translate/figs-sentences/01.md
+++ b/translate/figs-sentences/01.md
@@ -5,7 +5,7 @@
 
 The simplest sentence structure in English includes a **subject** and an **action** word: 
 
-  * The boy ran.
+* The boy ran.
 
 #### Subject 
 
@@ -24,40 +24,40 @@ When the sentence is a command, in many languages it does not have a subject pro
 
 The predicate is the part of a sentence that tells something about the subject. It usually has a verb. (See: [Verbs](figs-verbs))  In the sentences below, the subjects are "the man" and "he." The predicates are underlined and the verbs are in bold.
 
-  * The man <u>**is** strong</u>.
-  * He <u>**worked** hard</u>.
-  * He <u>**made** a garden</u>.
+* The man <u>**is** strong</u>.
+* He <u>**worked** hard</u>.
+* He <u>**made** a garden</u>.
 
 #### Compound Sentences 
 
 A sentence can be made up of more than one sentence. Each of the two lines below has a subject and a predicate and is a full sentence.
 
-  * He planted the yams.
-  * His wife planted the corn.
+* He planted the yams.
+* His wife planted the corn.
 
 The compound sentence below contains the two sentences above. In English, compound sentences are joined with a conjunction such as "and," "but," or "or."
 
-  * He planted the yams <u>and</u> his wife planted the corn.
+* He planted the yams <u>and</u> his wife planted the corn.
 
 #### Clauses 
 
 Sentences can also have clauses and other phrases. Clauses are like sentences because they have a subject and a predicate, but they do not normally occur by themselves. Here are some examples of clauses. The subjects are in bold, and the predicates are underlined.
 
-  * when **the corn** <u>was ready</u>
-  * after **she** <u>picked it</u>
-  * because **it** <u>tasted so good</u>
+* when **the corn** <u>was ready</u>
+* after **she** <u>picked it</u>
+* because **it** <u>tasted so good</u>
 
 Sentences can have many clauses, and so they can become long and complex. But each sentence has to have at least one **independent clause**, that is, a clause that can be a sentence all by itself. The other clauses that cannot be sentences by themselves are called the **dependent clauses**. Dependent clauses depend on the independent clause to complete their meaning. The dependent clauses are underlined in the sentences below.
 
-  * <u>When the corn was ready</u>, she picked it.
-  * <u>After she picked it</u>, she carried it home and cooked it.
-  * Then she and her husband ate it all, <u>because it tasted so good</u>.
+* <u>When the corn was ready</u>, she picked it.
+* <u>After she picked it</u>, she carried it home and cooked it.
+* Then she and her husband ate it all, <u>because it tasted so good</u>.
 
 The following phrases can each be a whole sentence. They are the independent clauses from the sentences above.
 
-  * She picked it.
-  * She carried it home and cooked it.
-  * Then she and her husband ate it all.
+* She picked it.
+* She carried it home and cooked it.
+* Then she and her husband ate it all.
 
 #### Relative Clauses 
 
@@ -65,13 +65,14 @@ In some languages, clauses can be used with a noun that is part of a sentence. T
 
 In the sentence below, "the corn that was ready" is part of the predicate of the whole sentence. The relative clause "that was ready" is used with the noun "corn" to tell which corn she picked.
 
-  * His wife picked **the corn** <u>that was ready</u>.
+* His wife picked **the corn** <u>that was ready</u>.
 
 In the sentence below "her mother, who was very annoyed" is part of the predicate of the whole sentence. The relative clause "who was very annoyed" is used with the noun "mother" to tell how her mother felt when she did not get any corn.
 
-  * She did not give any corn to **her mother**, <u>who was very annoyed</u>.
+* She did not give any corn to **her mother**, <u>who was very annoyed</u>.
 
 #### Translation Issues 
 
-  * Languages have different orders for the parts of a sentence. (See: //add Information Structure page//)
-  * Some languages do not have relative clauses, or they use them in a limited way. (see [Distinguishing versus Informing or Reminding](figs-distinguish))
\ No newline at end of file
+* Languages have different orders for the parts of a sentence. (See: //add Information Structure page//)
+* Some languages do not have relative clauses, or they use them in a limited way. (see [Distinguishing versus Informing or Reminding](figs-distinguish))
+
diff --git a/translate/figs-sentencetypes/01.md b/translate/figs-sentencetypes/01.md
index 7f91012..b1115c1 100644
--- a/translate/figs-sentencetypes/01.md
+++ b/translate/figs-sentencetypes/01.md
@@ -4,17 +4,17 @@
 
 A **sentence** is a group of words that expresses a complete thought. The basic types of sentences are listed below with the functions they are mainly used for.
 
-  * **Statements**  - These are mainly used to give information. '_This is a fact._'
-  * **Questions**  - These are mainly used to ask for information. '_Do you know him?_'
-  * **Imperative Sentences**  - These are mainly used to express a desire or requirement that someone do something. '_Pick that up._'
-  * **Exclamations**  - These are mainly used to express a strong feeling. '_Ouch, that hurt!_'
+* **Statements**  - These are mainly used to give information. '_This is a fact._'
+* **Questions**  - These are mainly used to ask for information. '_Do you know him?_'
+* **Imperative Sentences**  - These are mainly used to express a desire or requirement that someone do something. '_Pick that up._'
+* **Exclamations**  - These are mainly used to express a strong feeling. '_Ouch, that hurt!_'
 
 
 #### Reasons this is a translation Issue
 
-  * Languages have different ways of using sentence types to express particular functions. 
-  * Most languages use these sentence types for more than one function. 
-  * Each sentence in the Bible belongs to a certain sentence type and has a certain function, but some languages would not use that type of sentence for that function.
+* Languages have different ways of using sentence types to express particular functions. 
+* Most languages use these sentence types for more than one function. 
+* Each sentence in the Bible belongs to a certain sentence type and has a certain function, but some languages would not use that type of sentence for that function.
 
 ####  Examples from the Bible
 
@@ -30,7 +30,7 @@ Statements can also have other functions. (see [Statements - Other Uses](../figs
 The speakers below used these questions to get information, and the people they were speaking to answered their questions.
 
 <blockquote>Jesus said to them, "<u>Do you believe that I can do this?</u>" They said to him, "Yes, Lord." (Matthew 9:28 ULB) </blockquote>
-  
+
 <blockquote>The jailer...said, "Sirs, <u>what must I do to be saved?</u>" They said, "Believe in the Lord Jesus, and you will be saved, you and your house." (Acts 16:29-31 ULB)</blockquote>
 
 Questions can also have other functions. (see [Rhetorical Question](../figs-rquestion/01.md))
@@ -64,10 +64,10 @@ With a **wish** a person expresses what they want to happen. In English they oft
 
 In Genesis 28, Isaac told Jacob what he wanted God to do for him.   
 ><u>May God Almighty bless</u> you, make you fruitful and multiply you. (Genesis 28:3 ULB)    
-    
+
 In Genesis 9, Noah said what he wanted to happen to Canaan.   
 ><u>Cursed be</u> Canaan. <u>May he be</u> a servant to his brothers' servants. (Genesis 9:25 ULB)   
-   
+
 In Genesis 21, Hagar expressed her strong desire not to see her son die, and then she moved away so that she would not see him die.   
 ><u>Let me not look</u> upon the death of the child. (Genesis 21:16 ULB)   
 
@@ -84,9 +84,10 @@ Exclamations express strong feeling. In the ULB and UDB, they usually have an ex
 
 1. Use your language's ways of showing that a sentence has a particular function.
 1. When a sentence in the Bible has a sentence type that your language would not use for the sentence's function, see the pages below for translation strategies.
- 
 
-  * [Statements - Other Uses](../figs-declarative/01.md) 
-  * [Rhetorical Question](../figs-rquestion/01.md) 
-  * [Imperatives - Other Uses](../figs-imperative/01.md)
-  * [Exclamations](../figs-exclamations/01.md)
\ No newline at end of file
+
+    * [Statements - Other Uses](../figs-declarative/01.md) 
+    * [Rhetorical Question](../figs-rquestion/01.md) 
+    * [Imperatives - Other Uses](../figs-imperative/01.md)
+    * [Exclamations](../figs-exclamations/01.md)
+
diff --git a/translate/figs-simile/01.md b/translate/figs-simile/01.md
index 6f8220d..790b824 100644
--- a/translate/figs-simile/01.md
+++ b/translate/figs-simile/01.md
@@ -16,14 +16,14 @@ God's word is compared to a two-edged sword. A two-edged sword is a weapon that
 
 #### Purposes of Simile
 
-  * A simile can teach about something that is unknown by showing how it is similar to something that is known.
-  * A simile can emphasize a particular trait, sometimes in a way that gets people's attention.
-  * Similes help form a picture in the mind or help the reader experience what he is reading about more fully.
+* A simile can teach about something that is unknown by showing how it is similar to something that is known.
+* A simile can emphasize a particular trait, sometimes in a way that gets people's attention.
+* Similes help form a picture in the mind or help the reader experience what he is reading about more fully.
 
 #### Reasons this is a translation issue
 
-  * People may not know how the two items are similar.
-  * People may not be familiar with the item that something is compared to.
+* People may not know how the two items are similar.
+* People may not be familiar with the item that something is compared to.
 
 ### Examples from the Bible
 
@@ -38,35 +38,36 @@ This verse does not tell how the Son of Man will be like the lightning. But from
 
 If people would understand the correct meaning of a simile, consider using it. If they would not, here are some strategies you can use:
 
-  1. If people do not know how the two items are alike, tell how they are alike. However, do not do this if the meaning was not clear to the original audience.
-  1. If people are not familiar with the item that something is compared to, use an item from your own culture.  Be sure that it is one that could have been used in the cultures of the Bible. 
-  1. Simply describe the item without comparing it to another.
+1. If people do not know how the two items are alike, tell how they are alike. However, do not do this if the meaning was not clear to the original audience.
+1. If people are not familiar with the item that something is compared to, use an item from your own culture.  Be sure that it is one that could have been used in the cultures of the Bible. 
+1. Simply describe the item without comparing it to another.
 
 ### Examples of Translation Strategies Applied
 
 1. If people do not know how the two items are alike, tell how they are alike. However, do not do this if the meaning was not clear to the original audience.
 
-  * **See, I send you out <u>as sheep in the midst of wolves</u>** (Matthew 10:16 ULB) - This compares the danger that Jesus' disciples would be in with the danger that sheep are in when they are surrounded by wolves.
-      * See, I send <u>you out among wicked people</u> and you will be in danger from them <u>as sheep are in danger when they are among wolves</u>.
+    * **See, I send you out <u>as sheep in the midst of wolves</u>** (Matthew 10:16 ULB) - This compares the danger that Jesus' disciples would be in with the danger that sheep are in when they are surrounded by wolves.
+        * See, I send <u>you out among wicked people</u> and you will be in danger from them <u>as sheep are in danger when they are among wolves</u>.
 
-  * **For the word of God is living and active and sharper <u>than any two-edged sword</u>.** (Hebrews 4:12 ULB)
-      * For the word of God is living and active and <u>more powerful than a very sharp two-edged sword</u>
+    * **For the word of God is living and active and sharper <u>than any two-edged sword</u>.** (Hebrews 4:12 ULB)
+        * For the word of God is living and active and <u>more powerful than a very sharp two-edged sword</u>
 
 1. If people are not familiar with the item that something is compared to, use an item from your own culture.  Be sure that it is one that could have been used in the cultures of the Bible.
 
-  * **See, I send you out <u>as sheep in the midst of wolves</u>,** (Matthew 10:16 ULB) - If people do not know what sheep and wolves are, or that wolves kill and eat sheep, you could use some other animal that kills another.
-      * See, I send you out <u>as chickens in the midst of wild dogs</u>,
+    * **See, I send you out <u>as sheep in the midst of wolves</u>,** (Matthew 10:16 ULB) - If people do not know what sheep and wolves are, or that wolves kill and eat sheep, you could use some other animal that kills another.
+        * See, I send you out <u>as chickens in the midst of wild dogs</u>,
 
-  * **How often did I long to gather your children together, just <u>as a hen gathers her chickens under her wings</u>, but you did not agree!**  (Matthew 23:37 ULB)
-      * How often I wanted to gather your children together, <u>as a mother closely watches over her infants</u>, but you refused!
+    * **How often did I long to gather your children together, just <u>as a hen gathers her chickens under her wings</u>, but you did not agree!**  (Matthew 23:37 ULB)
+        * How often I wanted to gather your children together, <u>as a mother closely watches over her infants</u>, but you refused!
 
-  * **If you have faith even as small <u>as a grain of mustard</u>,** (Matthew 17:20)
-      * If you have faith even as small <u>as a tiny seed</u>,
+    * **If you have faith even as small <u>as a grain of mustard</u>,** (Matthew 17:20)
+        * If you have faith even as small <u>as a tiny seed</u>,
 
 1. Simply describe the item without comparing it to another.
 
-  * **See, I send you out <u>as sheep in the midst of wolves</u>,** (Matthew 10:16 ULB)
-      * See, I send you out and <u>people will want to harm you</u>.
+    * **See, I send you out <u>as sheep in the midst of wolves</u>,** (Matthew 10:16 ULB)
+        * See, I send you out and <u>people will want to harm you</u>.
+
+    * **How often did I long to gather your children together, just <u>as a hen gathers her chickens under her wings</u>, but you did not agree!**  (Matthew 23:37 ULB)
+        * How often I wanted to <u>protect you</u>, but you refused!
 
-  * **How often did I long to gather your children together, just <u>as a hen gathers her chickens under her wings</u>, but you did not agree!**  (Matthew 23:37 ULB)
-      * How often I wanted to <u>protect you</u>, but you refused!
\ No newline at end of file
diff --git a/translate/figs-synecdoche/01.md b/translate/figs-synecdoche/01.md
index 216bfaf..9622e4a 100644
--- a/translate/figs-synecdoche/01.md
+++ b/translate/figs-synecdoche/01.md
@@ -12,8 +12,8 @@ The Pharisees who were standing there did not all say the same words at the same
 
 #### Reasons this is a translation issue
 
-  * Some readers may understand the words literally. 
-  * Some readers may realize that they are not to understand the words literally, but they may not know what the meaning is. 
+* Some readers may understand the words literally. 
+* Some readers may realize that they are not to understand the words literally, but they may not know what the meaning is. 
 
 ### Example from the Bible
 
@@ -25,17 +25,18 @@ The Pharisees who were standing there did not all say the same words at the same
 
 If the synecdoche would be natural and give the right meaning in your language, consider using it. If not, here is another option:
 
-  1. State specifically what the synecdoche refers to.
+1. State specifically what the synecdoche refers to.
 
 ### Examples of Translation Strategies Applied
 
 1. State specifically what the synecdoche refers to.
 
-  * **"<u>My soul</u> exalts the Lord."** (Luke 1:46 ULB)
-      * "<u>I</u> exalt the Lord."
+    * **"<u>My soul</u> exalts the Lord."** (Luke 1:46 ULB)
+        * "<u>I</u> exalt the Lord."
 
-  * **...<u>the Pharisees</u> said to him** (Mark 2:24 ULB)
-      * ...<u>a representative of the Pharisees</u> said to him ...
+    * **...<u>the Pharisees</u> said to him** (Mark 2:24 ULB)
+        * ...<u>a representative of the Pharisees</u> said to him ...
+
+    * **... I looked on all the deeds that <u>my hands</u> had accomplished ...** (Ecclesiastes 2:11 ULB)
+        * I looked on all the deeds that <u>I</u> had accomplished
 
-  * **... I looked on all the deeds that <u>my hands</u> had accomplished ...** (Ecclesiastes 2:11 ULB)
-      * I looked on all the deeds that <u>I</u> had accomplished
\ No newline at end of file
diff --git a/translate/figs-synonparallelism/01.md b/translate/figs-synonparallelism/01.md
index db449c5..23bac74 100644
--- a/translate/figs-synonparallelism/01.md
+++ b/translate/figs-synonparallelism/01.md
@@ -10,9 +10,9 @@ The first underlined phrase and the second underlined phrase mean the same thing
 
 Synonymous parallelism in poetry has several effects: 
 
-  * It shows that something is very important by saying it more than once and in more than one way. 
-  * It helps the hearer to think more deeply about the idea by saying it in different ways. 
-  * It makes the language more beautiful and above the ordinary way of speaking. 
+* It shows that something is very important by saying it more than once and in more than one way. 
+* It helps the hearer to think more deeply about the idea by saying it in different ways. 
+* It makes the language more beautiful and above the ordinary way of speaking. 
 
 #### Reason this is a Translation Issue
 
@@ -34,32 +34,33 @@ The two parts of this verse say that Yahweh has a serious disagreement with his
 
 If your language uses parallelism in the same way as the biblical languages, that is, to strengthen a single idea, then it would be appropriate to use it in your translation. But if your language does not use parallelism in this way, then consider using one of the following translation strategies.
 
-  1. Combine the ideas of both clauses into one. 
-  1. If it appears that the clauses are used together to show that what they say is really true, you could include words that emphasize the truth such as "truly" or "certainly." 
-  1. If it appears that the clauses are used together to intensify an idea in them, you could use words like "very," "completely" or "all." 
+1. Combine the ideas of both clauses into one. 
+1. If it appears that the clauses are used together to show that what they say is really true, you could include words that emphasize the truth such as "truly" or "certainly." 
+1. If it appears that the clauses are used together to intensify an idea in them, you could use words like "very," "completely" or "all." 
 
 ### Examples of Translation Strategies Applied
 
 1. Combine the ideas of both clauses into one. 
 
-  * **Until now you have <u>deceived me and told me lies</u>.** (Judges 16:13, ULB) - Delilah expressed this idea twice to emphasize that she was very upset. 
-      * Until now you have <u>deceived me with your lies</u>.
+    * **Until now you have <u>deceived me and told me lies</u>.** (Judges 16:13, ULB) - Delilah expressed this idea twice to emphasize that she was very upset. 
+        * Until now you have <u>deceived me with your lies</u>.
 
-  * **Yahweh <u>sees everything a person does and watches all</u> the paths he takes.** (Proverbs 5:21 ULB) - The phrase "all the paths he takes" is a metaphor for "all he does."
-      * Yahweh <u>pays attention to everything</u> a person does.
+    * **Yahweh <u>sees everything a person does and watches all</u> the paths he takes.** (Proverbs 5:21 ULB) - The phrase "all the paths he takes" is a metaphor for "all he does."
+        * Yahweh <u>pays attention to everything</u> a person does.
 
-  * **For Yahweh has a <u>lawsuit with his people</u>, and he will fight in court against Israel.** (Micah 6:2 ULB) - This parallelism describes one serious disagreement that Yahweh had with one group of people. If this is unclear, the phrases can be combined:
-      * For Yahweh has a <u>lawsuit with his people</u>, Israel.
+    * **For Yahweh has a <u>lawsuit with his people</u>, and he will fight in court against Israel.** (Micah 6:2 ULB) - This parallelism describes one serious disagreement that Yahweh had with one group of people. If this is unclear, the phrases can be combined:
+        * For Yahweh has a <u>lawsuit with his people</u>, Israel.
 
 2. If it appears that the clauses are used together to show that what they say is really true, you could include words that emphasize the truth such as "truly" or "certainly." 
 
-  * **Yahweh <u>sees everything</u> a person does and watches all the paths he takes.** (Proverbs 5:21 ULB)
-      * Yahweh <u>truly sees</u> everything a person does.
+    * **Yahweh <u>sees everything</u> a person does and watches all the paths he takes.** (Proverbs 5:21 ULB)
+        * Yahweh <u>truly sees</u> everything a person does.
 
 3. If it appears that the clauses are used together to intensify an idea in them, you could use words like "very," "completely" or "all." 
 
-  * **... you have deceived me <u>and</u> told me lies.** (Judges 16:13 ULB)
-      * <u>All</u> you have done is lie to me.
+    * **... you have deceived me <u>and</u> told me lies.** (Judges 16:13 ULB)
+        * <u>All</u> you have done is lie to me.
+
+    * **Yahweh sees everything a person does <u>and</u> watches all the paths he takes.** (Proverbs 5:21 ULB)
+        * Yahweh sees <u>absolutely everything</u> that a person does.
 
-  * **Yahweh sees everything a person does <u>and</u> watches all the paths he takes.** (Proverbs 5:21 ULB)
-      * Yahweh sees <u>absolutely everything</u> that a person does.
\ No newline at end of file
diff --git a/translate/figs-verbs/01.md b/translate/figs-verbs/01.md
index 318cf71..8aa80d4 100644
--- a/translate/figs-verbs/01.md
+++ b/translate/figs-verbs/01.md
@@ -5,13 +5,13 @@ Verbs are words that refer to an action or event or that is used in describing o
 
 **Examples** The verbs in the examples below are underlined. 
 
-  * John <u>ran</u>.  ("Run" is an action.)
-  * John <u>ate</u> a banana.  ("Eat" is an action.)
-  * John <u>saw</u> Mark. ("See" is an event.)
-  * John <u>died.</u>  ("Die" is an event.)
-  * John <u>is</u> tall.  (The phrase "is tall" describes John. The word "is" is a verb that links "John" with "tall.")
-  * John <u>looks</u> handsome. (The phrase "is handsome" describes John. The word "looks" here is a verb that links "John" with "handsome.")
-  * John <u>is</u> my brother. (The phrase "is my brother" identifies John.)
+* John <u>ran</u>.  ("Run" is an action.)
+* John <u>ate</u> a banana.  ("Eat" is an action.)
+* John <u>saw</u> Mark. ("See" is an event.)
+* John <u>died.</u>  ("Die" is an event.)
+* John <u>is</u> tall.  (The phrase "is tall" describes John. The word "is" is a verb that links "John" with "tall.")
+* John <u>looks</u> handsome. (The phrase "is handsome" describes John. The word "looks" here is a verb that links "John" with "handsome.")
+* John <u>is</u> my brother. (The phrase "is my brother" identifies John.)
 
 ### People or Things Associated with a Verb
 
@@ -19,33 +19,33 @@ A verb usually says something about someone or something. All of the example sen
 
 Sometimes there is another person or thing associated with the verb. In the examples below, the underlined word is the verb, and the phrase in bold print is the **object**. In English the object usually comes after the verb. 
 
-  * He <u>ate</u> **lunch**.
-  * He <u>sang</u> **a song**.
-  * He <u>read</u> **a book**.
-  * He <u>saw</u> **the book**.
+* He <u>ate</u> **lunch**.
+* He <u>sang</u> **a song**.
+* He <u>read</u> **a book**.
+* He <u>saw</u> **the book**.
 
 Some verbs never have an object.
 
-  * The sun <u>rose</u> at six o'clock.
-  * John <u>slept</u> well.
-  * John <u>fell</u> yesterday.
+* The sun <u>rose</u> at six o'clock.
+* John <u>slept</u> well.
+* John <u>fell</u> yesterday.
 
 For many verbs in English, it is alright to leave out the object when the object is not important in the sentence.
 
-  * He never <u>eats</u> at night. 
-  * He  <u>sings</u> all the time.
-  * He <u>reads</u> well.
-  * He cannot <u>see</u>. 
+* He never <u>eats</u> at night. 
+* He  <u>sings</u> all the time.
+* He <u>reads</u> well.
+* He cannot <u>see</u>. 
 
 In some languages, a verb that needs an object must always take one, even if the object is not very important. People who speak those languages might say the sentences above like this. 
 
-  * He never <u>eats</u>  **food** at night. 
-  * He  <u>sings</u> **songs** all the time.
-  * He <u>reads</u> **words** well.
-  * He cannot <u>see</u> **anything**.
+* He never <u>eats</u>  **food** at night. 
+* He  <u>sings</u> **songs** all the time.
+* He <u>reads</u> **words** well.
+* He cannot <u>see</u> **anything**.
 
 ### Subject and Object Marking on Verbs   
-  
+
 In some languages, the verb may be a little bit different depending on the persons or things associated with it. For example, English speakers sometimes put "s" at the end of the verb when the subject is just one person. In other languages marking on the verb may show whether the subject is "I," "you," or "he"; singular, dual, or plural; male or female, or human or non-human. 
 
 * They __eat__ bananas every day. (The subject "they" is more than one person.) 
@@ -59,16 +59,19 @@ In some languages the verb may be a little bit different depending on the time a
 
 * Sometimes Mary <u>cooks</u> meat.
 * Yesterday Mary <u>cooked</u> meat.  (She did this in the past.)
+
 In some languages speakers might add a word to tell something about the time. English speakers use the word "will" when the verb refers to something in the future.
+
 * Tomorrow Mary <u>will cook</u> meat. 
 
 ### Aspect
 
 When we tell about an event, sometimes we want to show how the event progressed over a period of time, or how the event relates to another event. This is **aspect**. English speakers sometimes use the verbs "is" or "has" and add "s," "ing," or "ed" to the end of the verb in order to show how the event relates to another event or to the present time.
 
-  * Mary <u>cooks</u> meat every day. (This tell about something Mary often does.)
-  * Mary <u>is cooking</u> the meat. (This tells about something Mary is in the process of doing right now.)
-  * Mary <u>cooked</u> the meat, and John <u>came</u> home.  (This simply tells about things that Mary and John did.)
-  * While Mary <u>was cooking</u> the meat, John came home. (This tells about something Mary was in the process of doing when John came home)
-  * Mary <u>has cooked</u> the meat, and she wants us to come eat it. (This tells about something Mary did that is still relevant now.)
-  * Mary <u>had cooked</u> the meat by the time Mark came home. (This tells about something that Mary completed in the past before something else happened.)
\ No newline at end of file
+* Mary <u>cooks</u> meat every day. (This tell about something Mary often does.)
+* Mary <u>is cooking</u> the meat. (This tells about something Mary is in the process of doing right now.)
+* Mary <u>cooked</u> the meat, and John <u>came</u> home.  (This simply tells about things that Mary and John did.)
+* While Mary <u>was cooking</u> the meat, John came home. (This tells about something Mary was in the process of doing when John came home)
+* Mary <u>has cooked</u> the meat, and she wants us to come eat it. (This tells about something Mary did that is still relevant now.)
+* Mary <u>had cooked</u> the meat by the time Mark came home. (This tells about something that Mary completed in the past before something else happened.)
+
diff --git a/translate/figs-you/01.md b/translate/figs-you/01.md
index b09063b..7c41a40 100644
--- a/translate/figs-you/01.md
+++ b/translate/figs-you/01.md
@@ -8,7 +8,7 @@ You may also want to watch the video at http://ufw.io/figs_younum.
 
 Sometimes in the Bible a speaker uses a singular form of "you" even though he is speaking to a crowd. 
 
-  * [Singular Pronouns that Refer to Groups](../figs-youcrowd/01.md)
+* [Singular Pronouns that Refer to Groups](../figs-youcrowd/01.md)
 
 ### Formal and Informal
 
@@ -18,4 +18,5 @@ You may also want to watch the video at http://ufw.io/figs_youform.
 
 For help with translating these, we suggest you read:
 
-  * [Forms of "You" - Formal or Informal](../figs-youformal/01.md)
\ No newline at end of file
+* [Forms of "You" - Formal or Informal](../figs-youformal/01.md)
+
diff --git a/translate/figs-youcrowd/01.md b/translate/figs-youcrowd/01.md
index 389ac24..703d0c1 100644
--- a/translate/figs-youcrowd/01.md
+++ b/translate/figs-youcrowd/01.md
@@ -8,8 +8,8 @@ Also, speakers and writers of the Old Testament often referred to groups of peop
 
 ### Reason this is a Translation Issue
 
-  * For many languages, a translator who reads a Bible with a general form of "you" will need to know whether the speaker was speaking to one person or to more than one.
-  * In some languages it might be confusing if a speaker uses a singular pronoun when speaking to or about more than one person.
+* For many languages, a translator who reads a Bible with a general form of "you" will need to know whether the speaker was speaking to one person or to more than one.
+* In some languages it might be confusing if a speaker uses a singular pronoun when speaking to or about more than one person.
 
 ### Examples from the Bible
 
@@ -35,6 +35,7 @@ Yahweh said these things about the nation of Edom, not about only one person.
 ### Translation Strategies
 
 If the singular form of the pronoun would be natural when referring to a group of people, consider using it.
+
 * Whether you can use it may depend on who the speaker is and who the people are that he is talking about or talking to.
 * It may also depend on what the speaker is saying.
 
diff --git a/translate/figs-youdual/01.md b/translate/figs-youdual/01.md
index 6205da2..3b8bbc8 100644
--- a/translate/figs-youdual/01.md
+++ b/translate/figs-youdual/01.md
@@ -8,8 +8,8 @@ The Bible was first written in the Hebrew, Aramaic, and Greek languages. These l
 
 #### Reasons this is a Translation Issue
 
-  * Translators who speak a language that has distinct singular, dual, and plural forms of "you" will always need to know what the speaker meant so they can choose the right word for "you" in their language.
-  * Many languages also have different forms of the verb depending on whether the subject is singular or plural. So even if there is no pronoun meaning "you," translators of these languages will need to know if the speaker was referring to one person or more than one.
+* Translators who speak a language that has distinct singular, dual, and plural forms of "you" will always need to know what the speaker meant so they can choose the right word for "you" in their language.
+* Many languages also have different forms of the verb depending on whether the subject is singular or plural. So even if there is no pronoun meaning "you," translators of these languages will need to know if the speaker was referring to one person or more than one.
 
 Often the context will make it clear whether the word "you" refers to one person or more than one. If you look at the other pronouns in the sentence, they will help you know how many people the speaker was addressing.
 
@@ -29,9 +29,9 @@ James wrote this letter to many people, so the word "you" refers to many people.
 
 ### Strategies for finding out how many people "you" refers to
 
-  1. Look at the notes to see if they tell whether "you" refers to one person or more than one person.
-  1. Look at the UDB to see if it says anything that would show you whether the word "you" refers to one person or more than one person.
-  1. If you have a Bible that is written in a language that distinguishes "you" singular from "you" plural, see which form of "you" that Bible has in that sentence. 
-  1. Look at the context to see who the speaker was talking to and who responded.
+1. Look at the notes to see if they tell whether "you" refers to one person or more than one person.
+1. Look at the UDB to see if it says anything that would show you whether the word "you" refers to one person or more than one person.
+1. If you have a Bible that is written in a language that distinguishes "you" singular from "you" plural, see which form of "you" that Bible has in that sentence. 
+1. Look at the context to see who the speaker was talking to and who responded.
 
 You may also want to watch the video at http://ufw.io/figs_youdual.
\ No newline at end of file
diff --git a/translate/figs-youformal/01.md b/translate/figs-youformal/01.md
index fb28e7e..e56ebba 100644
--- a/translate/figs-youformal/01.md
+++ b/translate/figs-youformal/01.md
@@ -9,16 +9,16 @@ In some cultures people use the formal "you" when speaking to someone who is old
 
 #### Reasons this is a Translation Issue
 
-  * The Bible was written in Hebrew, Aramaic, and Greek. These languages do not have formal and informal forms of "you."
-  * English and many other source languages do not have formal and informal forms of "you."
-  * Translators who use a source text in a language that does have formal and informal forms of "you" will need to understand how those forms are used in that language.  The rules in that language may not be exactly the same as the rules in the translator's language.
-  * Translators will need to understand the relationship between two speakers in order to choose the appropriate form in their language.
+* The Bible was written in Hebrew, Aramaic, and Greek. These languages do not have formal and informal forms of "you."
+* English and many other source languages do not have formal and informal forms of "you."
+* Translators who use a source text in a language that does have formal and informal forms of "you" will need to understand how those forms are used in that language.  The rules in that language may not be exactly the same as the rules in the translator's language.
+* Translators will need to understand the relationship between two speakers in order to choose the appropriate form in their language.
 
 #### Translation Principles
 
-  * Understand the relationship between a speaker and the person or people he is speaking to.
-  * Understand the speaker's attitude toward the person he is speaking to.
-  * Choose the form in your language that is appropriate for that relationship and attitude.
+* Understand the relationship between a speaker and the person or people he is speaking to.
+* Understand the speaker's attitude toward the person he is speaking to.
+* Choose the form in your language that is appropriate for that relationship and attitude.
 
 ### Examples from the Bible
 
@@ -39,9 +39,11 @@ Translators whose language has formal and informal forms of "you" will need to u
 #### Deciding whether to use the Formal or Informal "You"
 
 1. Pay attention to the relationships between the speakers.
-  * Is one speaker in authority over the other?
-  * Is one speaker older than the other?
-  * Are the speakers family members, relatives, friends, strangers, or enemies?
+
+    * Is one speaker in authority over the other?
+    * Is one speaker older than the other?
+    * Are the speakers family members, relatives, friends, strangers, or enemies?
+
 1. If you have a Bible in a language that has formal and informal forms of "you," see what forms it uses. Remember, though, that the rules in that language might be different than the rules in your language.
 
 ### Translation Strategies Applied
diff --git a/translate/figs-yousingular/01.md b/translate/figs-yousingular/01.md
index d6caee8..bf61418 100644
--- a/translate/figs-yousingular/01.md
+++ b/translate/figs-yousingular/01.md
@@ -8,8 +8,9 @@ The Bible was first written in the Hebrew, Aramaic, and Greek languages. These l
 
 #### Reason this is a Translation Issue
 
-  * Translators who speak a language that has distinct singular and plural forms of "you" will always need to know what the speaker meant so they can choose the right word for "you"  in their language. 
-  * Many languages also have different forms of the verb depending on whether the subject is singular or plural. So even if there is no pronoun meaning "you", translators of these languages will need to know if the speaker was referring to one person or more than one.
+* Translators who speak a language that has distinct singular and plural forms of "you" will always need to know what the speaker meant so they can choose the right word for "you"  in their language. 
+* Many languages also have different forms of the verb depending on whether the subject is singular or plural. So even if there is no pronoun meaning "you", translators of these languages will need to know if the speaker was referring to one person or more than one.
+
 Often the context will make it clear whether the word "you" refers to one person or more than one. If you look at the other pronouns in the sentence, they will help you know the number of people the speaker was speaking to.
 Sometimes Greek and Hebrew speakers used "you" singular even though they were speaking to a group of people. See [Forms of 'You' - Singular to a Crowd](../figs-youcrowd/01.md)
 
@@ -27,10 +28,10 @@ Paul wrote this letter to one person, Titus. Most of the time the word "you" in
 
 #### Strategies for finding out how many people "you" refers to
 
-  1. Look at the notes to see if they tell whether "you" refers to one person or more than one person.
-  1. Look at the UDB to see if it says anything that would show you whether the word "you" refers to one person or more than one person.
-  1. If you have a Bible that is written in a language that distinguishes "you" singular from "you" plural, see which form of "you" that Bible has in that sentence. 
-  1. Look at the context to see how many people the speaker was talking to and who responded.
+1. Look at the notes to see if they tell whether "you" refers to one person or more than one person.
+1. Look at the UDB to see if it says anything that would show you whether the word "you" refers to one person or more than one person.
+1. If you have a Bible that is written in a language that distinguishes "you" singular from "you" plural, see which form of "you" that Bible has in that sentence. 
+1. Look at the context to see how many people the speaker was talking to and who responded.
 
 
 You may also want to watch the video at http://ufw.io/figs_younum.
\ No newline at end of file
diff --git a/translate/first-draft/01.md b/translate/first-draft/01.md
index 5251e94..be4b98b 100644
--- a/translate/first-draft/01.md
+++ b/translate/first-draft/01.md
@@ -7,4 +7,5 @@
 * Read the translationNotes for the passage that you plan to translate.
 * Read the definitions of important terms in the list called "translationWords" for each highlighted word in the passage that you plan to translate.
 * Discuss the passage, the translationNotes, and the translationWords with others in the translation team.
-* When you understand well what the passage is saying, write down (or record) what it is saying in your language, in the way that someone from your language community would say it. Write down (or record) the whole passage (the chunk of text) without looking at the source text. This will help you to say these things in a way that is natural for your language, rather than in a way that was natural for the source language but that is not the best way to say it in your language.
\ No newline at end of file
+* When you understand well what the passage is saying, write down (or record) what it is saying in your language, in the way that someone from your language community would say it. Write down (or record) the whole passage (the chunk of text) without looking at the source text. This will help you to say these things in a way that is natural for your language, rather than in a way that was natural for the source language but that is not the best way to say it in your language.
+
diff --git a/translate/guidelines-accurate/01.md b/translate/guidelines-accurate/01.md
index 55e7d26..bc17e34 100644
--- a/translate/guidelines-accurate/01.md
+++ b/translate/guidelines-accurate/01.md
@@ -3,9 +3,9 @@
 
 To create an **accurate** translation of the Bible means that the translation communicates the same message as the source. Here are some steps to follow:
 
-   * Discover the meaning of a passage.
-   * Identify the main idea.
-   * Translate with the author's message in mind.
+* Discover the meaning of a passage.
+* Identify the main idea.
+* Translate with the author's message in mind.
 
 #### Discover the Meaning
 
@@ -29,10 +29,10 @@ Ask yourself, "Why is the author writing this, and how does he feel about these
 
 Look at the Luke 10 passage again. Why do you think the author is writing this? What do you think the author feels about what he wrote? What do you think? After you have read the passage several times, answer these questions:
 
-  * What is happening? *Jesus gave instructions*.
-  * When and where did these things take place? *To answer this question, you would need to remember what happened earlier. Earlier Luke writes that Jesus and the disciples are on the way to Jerusalem, and chapter 10 starts with Jesus sending out 72 people to preach*.
-  * Who is involved in this passage? *Jesus and the 72 people he sent out*.
-  * Why were the 72 sent out? *To heal the sick and to tell everyone that the kingdom of God is near*.
+* What is happening? *Jesus gave instructions*.
+* When and where did these things take place? *To answer this question, you would need to remember what happened earlier. Earlier Luke writes that Jesus and the disciples are on the way to Jerusalem, and chapter 10 starts with Jesus sending out 72 people to preach*.
+* Who is involved in this passage? *Jesus and the 72 people he sent out*.
+* Why were the 72 sent out? *To heal the sick and to tell everyone that the kingdom of God is near*.
 
 #### The Message of the Writer
 
@@ -40,9 +40,9 @@ Finally, part of translating the source text accurately is to think of the origi
 
 Do you think the author had specific things for the reader to know? Remember what we thought the author's main ideas were? The main ideas were:
 
-   * The instructions that Jesus gave
-   * That the 72 people whom Jesus sent out would have power to heal sick people
-   * That they would tell others that the kingdom of God was near
+* The instructions that Jesus gave
+* That the 72 people whom Jesus sent out would have power to heal sick people
+* That they would tell others that the kingdom of God was near
 
 This is the message to the original audience. Allow the same message to come clearly into your mind in the target language.
 
diff --git a/translate/guidelines-authoritative/01.md b/translate/guidelines-authoritative/01.md
index e7d7c22..136ea75 100644
--- a/translate/guidelines-authoritative/01.md
+++ b/translate/guidelines-authoritative/01.md
@@ -4,8 +4,10 @@ An **authoritative** Bible translation is one that is based on the biblical text
 Since not all translation teams have a member who can read the original languages of the Bible, it is not always possible to refer to the biblical languages when translating the Bible. Instead, the translation team has to rely on translations that they are able to read that have, in turn, been based on the biblical languages. Many of the translations in the Gateway Languages were translated from the biblical languages, including the ULB, but some are translations of translations. It is easy for errors to be introduced when a translation is two or three steps removed from the original.
 
 To help with this problem, the translation team can do three things:
-  1. The translation team must use translationNotes, translationWords, and any other translation helps they have to help them translate in the best way. These translation helps were written by Bible scholars who know the original biblical languages.
-  2. They should compare their translation with as many other reliable translations as they can, to make sure that it is communicating the same message as the others.
-  3. Someone who has studied the biblical languages should review the translation to make sure that it is accurate. This person could be a church leader, pastor, seminary professor, or Bible translation professional.
 
-Sometimes Bible translations differ because some passages in the Bible are unclear or ambiguous in the original biblical languages. In that case, the translation team must choose between them based on what Bible scholars say in translationNotes, translationWords, the UDB, and other translation helps.
\ No newline at end of file
+1. The translation team must use translationNotes, translationWords, and any other translation helps they have to help them translate in the best way. These translation helps were written by Bible scholars who know the original biblical languages.
+2. They should compare their translation with as many other reliable translations as they can, to make sure that it is communicating the same message as the others.
+3. Someone who has studied the biblical languages should review the translation to make sure that it is accurate. This person could be a church leader, pastor, seminary professor, or Bible translation professional.
+
+Sometimes Bible translations differ because some passages in the Bible are unclear or ambiguous in the original biblical languages. In that case, the translation team must choose between them based on what Bible scholars say in translationNotes, translationWords, the UDB, and other translation helps.
+
diff --git a/translate/guidelines-church-approved/01.md b/translate/guidelines-church-approved/01.md
index 9344a19..8b87947 100644
--- a/translate/guidelines-church-approved/01.md
+++ b/translate/guidelines-church-approved/01.md
@@ -19,8 +19,8 @@ It is not necessary that the church actively lead the translation and coordinate
 
 The need for church-approval of a translation is clearly reflected in the Checking Levels. In fact, the Checking Levels are largely a measurement of how broadly the church approves of the translation. 
 
-  * Level 1 states that the church-approved translation team has approved the translation. 
-  * Level 2 states that the pastors and leaders of local churches approve the translation.
-  * Level 3 states that leaders of multiple church networks approve of the translation. 
+* Level 1 states that the church-approved translation team has approved the translation. 
+* Level 2 states that the pastors and leaders of local churches approve the translation.
+* Level 3 states that leaders of multiple church networks approve of the translation. 
 
 At each level, the people leading the translation should encourage participation and input from the church networks. By using this process, we hope to encourage church ownership of the translation among as many church networks as possible. With this approval, there should be nothing hindering the translation from being used to strengthen and encourage the church.
\ No newline at end of file
diff --git a/translate/guidelines-clear/01.md b/translate/guidelines-clear/01.md
index 87416c9..601803d 100644
--- a/translate/guidelines-clear/01.md
+++ b/translate/guidelines-clear/01.md
@@ -43,7 +43,8 @@ Remember: Translation is re-telling, as exactly as possible, the meaning of the
 
 Asking yourself these questions can also help you to create a translation that communicates clearly: 
 
-  * Have you used punctuation to help a reader know when to pause or breathe?  
-  * Have you indicated which parts are direct speech?  
-  * Are you separating paragraphs?
-  * Have you considered adding section headings?
\ No newline at end of file
+* Have you used punctuation to help a reader know when to pause or breathe?  
+* Have you indicated which parts are direct speech?  
+* Are you separating paragraphs?
+* Have you considered adding section headings?
+
diff --git a/translate/guidelines-collaborative/01.md b/translate/guidelines-collaborative/01.md
index 3a3b0e9..5c0d6f2 100644
--- a/translate/guidelines-collaborative/01.md
+++ b/translate/guidelines-collaborative/01.md
@@ -3,9 +3,10 @@ Bible translations that are **collaborative** are those that have been translate
 
  Here are some ways to have others help improve the quality of the translation.
 
-  * Read the translation out loud to someone. Have him notice if the sentences connect well. Ask that person to point to words or phrases that do not sound right or are unclear. Make changes so that it sounds as if someone from your community is speaking.
-  * Ask someone to read your translation to check your spelling. You may have spelled a word differently when it was not necessary. Some words change in different situations, but some words can stay the same in every situation. Take note of these changes, so others can know what decisions you have made on the spelling of your language.
-  * Ask yourself if the way you wrote can be recognized easily by speakers of different dialects in your language community. Ask others how they would say something that is not clear in your translation.
+* Read the translation out loud to someone. Have him notice if the sentences connect well. Ask that person to point to words or phrases that do not sound right or are unclear. Make changes so that it sounds as if someone from your community is speaking.
+* Ask someone to read your translation to check your spelling. You may have spelled a word differently when it was not necessary. Some words change in different situations, but some words can stay the same in every situation. Take note of these changes, so others can know what decisions you have made on the spelling of your language.
+* Ask yourself if the way you wrote can be recognized easily by speakers of different dialects in your language community. Ask others how they would say something that is not clear in your translation.
+
 Make changes to the translation before you distribute it to a wider audience.
 
 Remember, if possible, work together with other believers who speak your language to translate, check, and distribute the translated content, ensuring that it is of the highest quality and that as many people as possible can read and understand it.
diff --git a/translate/guidelines-faithful/01.md b/translate/guidelines-faithful/01.md
index bd9cd13..cb54d83 100644
--- a/translate/guidelines-faithful/01.md
+++ b/translate/guidelines-faithful/01.md
@@ -9,15 +9,24 @@ You must also use key terms that are faithful to the vocabulary of the original
 
 Always translating faithfully can be difficult for several reasons:
 
-  1. You might be used to the way that your church interprets some Bible passages, and not know that there are other interpretations.
+1. You might be used to the way that your church interprets some Bible passages, and not know that there are other interpretations.
+
     * Example: When you are translating the word "baptize," you might want to translate it with a word that means "sprinkle," because that is what your church does. But after reading translationWords, you learn that the word has a meaning in the range of "plunge," "dip," "wash," or "purify."
-  1. You might want to translate a Bible passage in a way that accords with your culture, rather than according to what it meant when it was written.
+
+1. You might want to translate a Bible passage in a way that accords with your culture, rather than according to what it meant when it was written.
+
     * Example: It is common in North American culture for women to speak and preach in churches. A translator from that culture might be tempted to translate the words of 1 Corinthians 14:34 in a way that is not as strict as the Apostle Paul wrote them: "... the women should keep silent in the churches." But a faithful translator will translate the meaning of the Bible passage just the way it is.
-  1. You might not like something that the Bible says, and be tempted to change it.
+
+1. You might not like something that the Bible says, and be tempted to change it.
+
     * Example: You might not like what Jesus says in John 6:53, "Truly, truly, unless you eat the flesh of the Son of Man and drink his blood, you will not have life in yourselves." This may seem disgusting to you. But you must translate it faithfully, so that your people can read it and contemplate what Jesus meant by it.
-  1. You might be afraid of what others in your village will think or do if they read a faithful translation of what the Bible says.
+
+1. You might be afraid of what others in your village will think or do if they read a faithful translation of what the Bible says.
+
     * Example: You might be tempted to translate God's words in Matthew 3:17, "This is my beloved Son. I am very pleased with him," with a word that does not mean "son." But you must remember that you do not have the right to change the meaning of what the Bible says.
-  1. You might know something extra about the Bible passage that you are translating and want to add that to your translation.
+
+1. You might know something extra about the Bible passage that you are translating and want to add that to your translation.
+
     * Example: When you are translating Mark 10:11, "Whoever divorces his wife and marries another woman commits adultery against her," you might know that in Matthew 19:9 there is also the phrase, "...except for sexual immorality...." Even so, do not add this phrase into Mark 10:11, because that would not be translating faithfully. Also, do not add any of your own ideas or teachings from your church. Only translate the meaning that is there in the Bible passage.
 
 In order to avoid these biases, especially the ones that you might not be aware of, you must study the translationNotes (see http://ufw.io/tn/), translationWords (see http://ufw.io/tw/) and the *Unlocked Dynamic Bible* (see http://ufw.io/udb/), as well as any other translation helps that you have. That way you will know what the meaning of the Bible passage is, and you will be less likely to translate in a biased, unfaithful way.
diff --git a/translate/guidelines-historical/01.md b/translate/guidelines-historical/01.md
index 01a4f1b..e1677bb 100644
--- a/translate/guidelines-historical/01.md
+++ b/translate/guidelines-historical/01.md
@@ -5,13 +5,15 @@ A **historical definition** translation communicates historical events and facts
 
 To communicate well with historical accuracy, you need to remember two things:
 
-  1. The Bible is a historical document. The events of the Bible happened in the way that the Bible describes at different times in history. Therefore, when you translate the Bible, you need to communicate that these events happened, and do not change any of the details of what happened. 
-  1. The books of the Bible were written down at specific times in history for people of a certain culture. This means that some things in the Bible that were very clear to the original hearers and readers will not be clear to those who read the Bible in different times and in different cultures. This is because both the writer and the readers were familiar with many of the practices that the writer wrote about, and so the writer did not need to explain them. We, from other times and cultures, are not familiar with these things, and so we need someone to explain them to us. This kind of information is called "implicit (or implied) information." (see [Assumed Knowledge and Implicit Information"](../figs-explicit/01.md)) 
+1. The Bible is a historical document. The events of the Bible happened in the way that the Bible describes at different times in history. Therefore, when you translate the Bible, you need to communicate that these events happened, and do not change any of the details of what happened. 
+1. The books of the Bible were written down at specific times in history for people of a certain culture. This means that some things in the Bible that were very clear to the original hearers and readers will not be clear to those who read the Bible in different times and in different cultures. This is because both the writer and the readers were familiar with many of the practices that the writer wrote about, and so the writer did not need to explain them. We, from other times and cultures, are not familiar with these things, and so we need someone to explain them to us. This kind of information is called "implicit (or implied) information." (see [Assumed Knowledge and Implicit Information"](../figs-explicit/01.md)) 
 
 as translators, we need to translate the historical details accurately, but also provide some explanation when we think that our readers will need it so that they can understand what the translation is about.
 
 * For example, Genesis 12:16 refers to camels. For readers in parts of the world where this animal is unknown, it might be good to provide a description. The best way to do this is in a footnote, or in a glossary entry such as the one in translationWords.
+
 Some explanation can be included in the text, as long as it is brief and does not distract the reader from the main point of the text.
+
 * For example, the New Testament writers often referred to events in the Old Testament, but without explaining what they were referring to. They knew that their readers were very familiar with the Old Testament, and did not need any explanation. But it is possible that readers from other times and places will need some explanation.
 
 Let us compare 1 Corinthians 10:1 from the ULB and UDB.
@@ -28,6 +30,7 @@ Maintain the historical accuracy of the message.  Avoid referring to items and e
 
 Remember:
 
-  * Keep true to the historical text. The original message, historical events, and cultural background information should all be the same as it was written in the source text. For example, the translation must not have the message rewritten so that events happened at a different place or time.
-  * Communicate clearly by expressing the message in such a way that people in the Target Language culture will be able to understand the meaning that the original author intended to communicate.
-  * Only provide additional information as needed to accurately communicate the intended message to people who do not share the same context and culture as the recipients of the original content.
\ No newline at end of file
+* Keep true to the historical text. The original message, historical events, and cultural background information should all be the same as it was written in the source text. For example, the translation must not have the message rewritten so that events happened at a different place or time.
+* Communicate clearly by expressing the message in such a way that people in the Target Language culture will be able to understand the meaning that the original author intended to communicate.
+* Only provide additional information as needed to accurately communicate the intended message to people who do not share the same context and culture as the recipients of the original content.
+
diff --git a/translate/guidelines-intro/01.md b/translate/guidelines-intro/01.md
index 25bae3d..3ce8435 100644
--- a/translate/guidelines-intro/01.md
+++ b/translate/guidelines-intro/01.md
@@ -3,10 +3,10 @@
 
 There are four main qualities of a good translation. It must be:
 
-  * Clear - see [Create Clear Translations](../guidelines-clear/01.md)
-  * Natural - see [Create Natural Translations](../guidelines-natural/01.md)
-  * Accurate - see [Create Accurate Translations](../guidelines-accurate/01.md)
-  * Church-Approved - see [Create Church-Approved Translations](../guidelines-church-approved/01.md)
+* Clear - see [Create Clear Translations](../guidelines-clear/01.md)
+* Natural - see [Create Natural Translations](../guidelines-natural/01.md)
+* Accurate - see [Create Accurate Translations](../guidelines-accurate/01.md)
+* Church-Approved - see [Create Church-Approved Translations](../guidelines-church-approved/01.md)
 
 We can think of each of these qualities as a leg of a four-legged stool. Each one is necessary. If one is missing, the stool will not stand. Likewise, each of these qualities must be present in a translation in order for it to be useful and faithful to the church. 
 
@@ -30,9 +30,10 @@ If a translation is clear, natural and accurate, but the church does not approve
 
 In addition to being clear, natural, accurate, and church-approved, great translations should also be:
 
-  * Faithful - see [Create Faithful Translations](../guidelines-faithful/01.md)
-  * Authoritative - see [Create Authoritative Translations](../guidelines-authoritative/01.md)
-  * Historical - see [Create Historical Translations](../guidelines-historical/01.md)
-  * Equal - see [Create Equal Translations](../guidelines-equal/01.md)
-  * Collaborative - see [Create Collaborative Translations](../guidelines-collaborative/01.md)
-  * Ongoing - see [Create Ongoing Translations](../guidelines-ongoing/01.md)
\ No newline at end of file
+* Faithful - see [Create Faithful Translations](../guidelines-faithful/01.md)
+* Authoritative - see [Create Authoritative Translations](../guidelines-authoritative/01.md)
+* Historical - see [Create Historical Translations](../guidelines-historical/01.md)
+* Equal - see [Create Equal Translations](../guidelines-equal/01.md)
+* Collaborative - see [Create Collaborative Translations](../guidelines-collaborative/01.md)
+* Ongoing - see [Create Ongoing Translations](../guidelines-ongoing/01.md)
+
diff --git a/translate/guidelines-ongoing/01.md b/translate/guidelines-ongoing/01.md
index d4a48d7..ef02fc8 100644
--- a/translate/guidelines-ongoing/01.md
+++ b/translate/guidelines-ongoing/01.md
@@ -1,9 +1,9 @@
 
 Bible translations should be **ongoing**. Share the translation with others to see if they understand the meaning of the message. Improve your translation with their input. Revising a translation to increase understanding and accuracy is always a good idea. Whenever someone has a good idea for making the translation better, you should edit the translation to incorporate that change. When you use translationStudio or other electronic text editors, you can keep this process of revision and improvement ongoing.
 
-  * Reviewers are needed who can read the translation and point to text that needs revision. 
-  * Have people read the translation or listened to a recording of the translation. This will help you know if the translation has the same impact in your community that it had among the original audience (for example: giving comfort, encouragement, or guidance).  
-  * Continue to make corrections to the translation that will make it more accurate, more clear, and more natural. The goal is always to make it communicate the same meaning as the source text.
+* Reviewers are needed who can read the translation and point to text that needs revision. 
+* Have people read the translation or listened to a recording of the translation. This will help you know if the translation has the same impact in your community that it had among the original audience (for example: giving comfort, encouragement, or guidance).  
+* Continue to make corrections to the translation that will make it more accurate, more clear, and more natural. The goal is always to make it communicate the same meaning as the source text.
 
 Remember, encourage people to review the translation and to give you ideas for making it better. Talk to other people about these ideas. When several people agree that these are good ideas, then make these changes in the translation. In this way, the translation will get better and better. 
 
diff --git a/translate/guidelines-sonofgodprinciples/01.md b/translate/guidelines-sonofgodprinciples/01.md
index 9a60e11..5d60061 100644
--- a/translate/guidelines-sonofgodprinciples/01.md
+++ b/translate/guidelines-sonofgodprinciples/01.md
@@ -41,8 +41,8 @@ Just as today, human father-son relationships during Bible times were never as l
 
 ### Translation Strategies
 
-  1. Think through all the possibilities that your language has to translate the words "son" and "father." Determine which words in your language best represent the divine "Son" and "Father."
-  1. If your language has more than one word for "son," use the word that has the closest meaning to "only son" (or "first son" if necessary).
-  1. If your language has more than one word for "father," use the word that has the closest meaning to "birth father," rather than "adoptive father."
+1. Think through all the possibilities that your language has to translate the words "son" and "father." Determine which words in your language best represent the divine "Son" and "Father."
+1. If your language has more than one word for "son," use the word that has the closest meaning to "only son" (or "first son" if necessary).
+1. If your language has more than one word for "father," use the word that has the closest meaning to "birth father," rather than "adoptive father."
 
 (See *God the Father* and *Son of God* pages in [translationWords](https://unfoldingword.org/en/?resource=translation-words) for help translating "Father" and "Son.")
\ No newline at end of file
diff --git a/translate/qualifications/01.md b/translate/qualifications/01.md
index 4c256b8..e9b0fc2 100644
--- a/translate/qualifications/01.md
+++ b/translate/qualifications/01.md
@@ -3,19 +3,25 @@
 
 The leaders of the church networks that will be involved in the translation should consider the following questions when choosing the people who will be members of the translation team. These questions will help the church and community leaders know if the people that they choose will be able to successfully translate the Bible or the Open Bible Stories. 
 
-  1. Is the person known to be a very good speaker of the target language? It is important that the person speak the target language very well.
+1. Is the person known to be a very good speaker of the target language? It is important that the person speak the target language very well.
+
     * Can this person read and write the target language well?
     * Has the person been living in the language community for much of his or her life? Someone who has lived away from the language area for a very long period of time might have difficulty making a natural translation.
     * Do people respect the way this person speaks their own language? 
     * What is the age and local language background of each translator? It is usually good to have people from different places in the language area and of different ages, because people of different places and ages might use the language differently. These people then need to agree on a way to say things that sound good to all of them.
+
 2. Does the person have a very good understanding of the source language?
-   * What level of education have they received, and how have they obtained skills in the source language?
-   * Does the Christian community recognize that this person has adequate skills to speak the source language and an education sufficient to use the Notes or other exegetical helps provided?
-   * Can the person read and write the source language with fluency and understanding?
+
+    * What level of education have they received, and how have they obtained skills in the source language?
+    * Does the Christian community recognize that this person has adequate skills to speak the source language and an education sufficient to use the Notes or other exegetical helps provided?
+    * Can the person read and write the source language with fluency and understanding?
+
 3. Is the person respected in the community as a follower of Christ? The person must be humble and willing to listen to suggestions or corrections from others concerning his or her translation work. The person must be always willing to learn from others.
-   * How long have they been a Christian, and are they in good standing with their Christian community? 
-   * How has this person shown himself to be committed to Christ as a disciple? Bible translation is difficult, involves many revisions, and requires dedication to the task.
+
+    * How long have they been a Christian, and are they in good standing with their Christian community? 
+    * How has this person shown himself to be committed to Christ as a disciple? Bible translation is difficult, involves many revisions, and requires dedication to the task.
 
 After the translators have been working for awhile, the translation committee will need to make sure that they are working well. They may ask:
 
-  * Does their work meet the expectations of their fellow translators and local church leaders? (Has the translator been willing to work with others in testing and checking their translation?)
\ No newline at end of file
+* Does their work meet the expectations of their fellow translators and local church leaders? (Has the translator been willing to work with others in testing and checking their translation?)
+
diff --git a/translate/resources-alter/01.md b/translate/resources-alter/01.md
index 76ab51b..2ca4e20 100644
--- a/translate/resources-alter/01.md
+++ b/translate/resources-alter/01.md
@@ -14,7 +14,7 @@ The "AT:" indicates that this is an alternate translation. Some examples are:
 >it is the law of the Medes and Persians, that <u>no decree or statute that the king issues can be changed</u>. (Daniel 6:15 ULB)
 
 
-  * **no decree...can be changed** - An additional sentence may be added here to aid in understanding. AT: "no decree...can be changed. So they must throw Daniel into the pit of lions." (See: *Explicit*)
+* **no decree...can be changed** - An additional sentence may be added here to aid in understanding. AT: "no decree...can be changed. So they must throw Daniel into the pit of lions." (See: *Explicit*)
 
 The additional sentence shows what the speaker wanted the king to understand from his reminder that the king's decrees and statues cannot be changed. Translators may need to state some things clearly in the translation that the original speaker or writer left unstated or implicit. 
 
@@ -23,7 +23,7 @@ The additional sentence shows what the speaker wanted the king to understand fro
 >to him who blasphemes against the Holy Spirit, <u>it will not be forgiven</u>. (Luke 12:10 ULB)
 
 
-  * **it will not be forgiven** - This can be expressed with an active verb. AT: God will not forgive him. This can also be expressed in a positive way using a verb that means the opposite of "forgive." AT: "God will consider him guilty forever" (See: *Active Passive*)
+* **it will not be forgiven** - This can be expressed with an active verb. AT: God will not forgive him. This can also be expressed in a positive way using a verb that means the opposite of "forgive." AT: "God will consider him guilty forever" (See: *Active Passive*)
 
 This Note provides an example of how translators can translate this passive sentence if their languages do not use passive sentences.
 
@@ -32,6 +32,6 @@ This Note provides an example of how translators can translate this passive sent
 >Saul, Saul, <u>why are you persecuting me?</u> (Acts 9:4 ULB)
 
 
-  * **why are you persecuting me?** - This rhetorical question communicates a rebuke to Saul. In some languages, a statement would be more natural (AT): "You are persecuting me!" or a command (AT): "Stop persecuting me!" (See: *Rhetorical Questions*)
+* **why are you persecuting me?** - This rhetorical question communicates a rebuke to Saul. In some languages, a statement would be more natural (AT): "You are persecuting me!" or a command (AT): "Stop persecuting me!" (See: *Rhetorical Questions*)
 
 The translation suggestion here provides an alternate way to translate (AT) the rhetorical question if your language does not use that form of rhetorical question to rebuke someone.
\ No newline at end of file
diff --git a/translate/resources-alterm/01.md b/translate/resources-alterm/01.md
index b5043c2..f9d5239 100644
--- a/translate/resources-alterm/01.md
+++ b/translate/resources-alterm/01.md
@@ -11,12 +11,12 @@ The translator needs to decide which meaning to translate. Translators may choos
 
 > But take a small number of hairs from them and tie them into <u>the folds of your robe</u>. (Ezekiel 5:3 ULB)
 
-  * **the folds of your robe** -- Possible meanings are 1) "the cloth on your arms" ("your sleeves") (UDB) or 2) "the end of the cloth on your robe" ("your hem") or 3) the fold in the garment where it is tucked into the belt.
+* **the folds of your robe** -- Possible meanings are 1) "the cloth on your arms" ("your sleeves") (UDB) or 2) "the end of the cloth on your robe" ("your hem") or 3) the fold in the garment where it is tucked into the belt.
 
 This note has the ULB text followed by three possible meanings. The word translated by "the folds of your robe" refers to the loose parts of the robe. Most scholars believe it refers here to the sleeves, but it could also refer to the loose part at the bottom or also to the folds in the middle, around the belt. 
 
 > But Simon Peter, when he saw it, <u>fell down at Jesus' knees</u> (Luke 5:8 ULB)
 
-  * **fell down at Jesus' knees** - Possible meanings are 1) "knelt down before Jesus" or 2) "bowed down at Jesus' feet" or 3) "lay down on the ground at Jesus' feet." Peter did not fall accidentally. He did this as a sign of  humility and respect for Jesus. 
+* **fell down at Jesus' knees** - Possible meanings are 1) "knelt down before Jesus" or 2) "bowed down at Jesus' feet" or 3) "lay down on the ground at Jesus' feet." Peter did not fall accidentally. He did this as a sign of  humility and respect for Jesus. 
 
 This note explains what "fell down at Jesus' knees" might mean. The first meaning is most likely correct, but the other meanings are also possible. If your language does not have a general expression that could include various actions like these, you may need to choose one of these possibilities that describe more specifically what Simon Peter did. It is also helpful to think about why Simon Peter did this, and what kind of action would communicate the same attitude of humility and respect in your culture.
\ No newline at end of file
diff --git a/translate/resources-clarify/01.md b/translate/resources-clarify/01.md
index 36881e0..b871873 100644
--- a/translate/resources-clarify/01.md
+++ b/translate/resources-clarify/01.md
@@ -11,7 +11,7 @@ Sometimes a Note suggests a translation from the UDB. In that case the text from
 
 The Note for this verse says:
 
-  * **sits in the heavens** - Here sitting represents ruling. What he sits on can be stated clearly. AT: "rules in the heavens" or "sits on his throne in heaven" (UDB) (See: [Metonymy](https://git.door43.org/Door43/en-ta/src/master/translate/figs-metonymy/01.md) and [Explicit](https://git.door43.org/Door43/en-ta/src/master/translate/figs-explicit/01.md))
+* **sits in the heavens** - Here sitting represents ruling. What he sits on can be stated clearly. AT: "rules in the heavens" or "sits on his throne in heaven" (UDB) (See: [Metonymy](https://git.door43.org/Door43/en-ta/src/master/translate/figs-metonymy/01.md) and [Explicit](https://git.door43.org/Door43/en-ta/src/master/translate/figs-explicit/01.md))
 
 Here there are two suggested translations for the phrase 'sits in the heavens.' The first expresses clearly what "sits in the heavens" represents. The second gives a hint about the idea of ruling by stated clearly that he sits on his "throne." This suggestion is from the UDB.
 
@@ -21,6 +21,6 @@ Here there are two suggested translations for the phrase 'sits in the heavens.'
 
 The Note for this verse says:
 
-  * **he fell on his face** - "he knelt and touched the ground with his face" or "he bowed down to the ground" (UDB)
+* **he fell on his face** - "he knelt and touched the ground with his face" or "he bowed down to the ground" (UDB)
 
 Here the words from the UDB are provided as another translation suggestion.
\ No newline at end of file
diff --git a/translate/resources-connect/01.md b/translate/resources-connect/01.md
index 0d45308..e1e594b 100644
--- a/translate/resources-connect/01.md
+++ b/translate/resources-connect/01.md
@@ -5,15 +5,15 @@ Sometimes, at the top of the list of notes, there are notes that start with **Co
 
 A **connecting statement** tells how the scripture in a chunk is related to scripture in earlier chunks.  The following are some of the kinds of information in the connecting statements.
 
-  * whether this chunk is at the beginning, middle, or end of a passage
-  * who is speaking
-  * whom the speaker is speaking to
+* whether this chunk is at the beginning, middle, or end of a passage
+* who is speaking
+* whom the speaker is speaking to
 
 A **general information** note tells about issues in the chunk that cover more than one phrase.  The following are some of the kinds of information that appear in a general information statement.
- 
-  * the person or thing that pronouns refer to
-  * important background or implied information that is needed to understand the text in the chunk
-  * logical arguments and conclusions
+
+* the person or thing that pronouns refer to
+* important background or implied information that is needed to understand the text in the chunk
+* logical arguments and conclusions
 
 Both types of notes are to help you understand the passage better and be aware of issues that you might need to address in translation.
 
@@ -23,7 +23,7 @@ Both types of notes are to help you understand the passage better and be aware o
 
 ><sup>1</sup>It came about that when Jesus had finished instructing his twelve disciples, he departed from there to teach and preach in their cities. <sup>2</sup>Now when John heard in the prison about the deeds of the Christ, he sent a message by his disciples <sup>3</sup>and said to him, "Are you the Coming One, or is there another person we should be looking for?" (Matthew 11:1-3 ULB)
 
-  * **General Information**: - This is the beginning of a new part of the story where the writer tells of how Jesus responded to disciples of John the Baptist. (See: *Introduction of New Event*)
+* **General Information**: - This is the beginning of a new part of the story where the writer tells of how Jesus responded to disciples of John the Baptist. (See: *Introduction of New Event*)
 
 This note alerts you to the beginning of a new part of a story and gives you a link to a page that tells more about new events and issues concerning translating them.
 
@@ -32,7 +32,7 @@ This note alerts you to the beginning of a new part of a story and gives you a l
 > <sup>17</sup>For he was one of us and received his share of the benefits of this ministry." <sup>18</sup>(Now this man bought a field with the earnings of his evil act. Then he fell head first, and his body burst wide open, and all his bowels poured out. <sup>19</sup>It became known to all those living in Jerusalem that the field was called in their own language Akeldama, that is, The field of blood.) (Acts 1:17-19 ULB)
 
 
-  * **Connecting Statement:** - Peter continues his speech to the believers that he began in *Acts 1:16*. 
+* **Connecting Statement:** - Peter continues his speech to the believers that he began in *Acts 1:16*. 
 
 This note tells you that it is still Peter speaking in verse 17 so you can mark that correctly in your language.
 
@@ -45,7 +45,7 @@ This note tells you that it is still Peter speaking in verse 17 so you can mark
 >to a disobedient and resistant people." (Romans 10:20-21 ULB)
 
 
-  * **General Information:** - Here the words "I," "me," and "my" refer to God.
+* **General Information:** - Here the words "I," "me," and "my" refer to God.
 
 This note lets you know who the pronouns refer to. You may need to add something so that readers will know that Isaiah is not speaking for himself, but is quoting what God said.
 
@@ -54,6 +54,6 @@ This note lets you know who the pronouns refer to. You may need to add something
 > <sup>26</sup>Now an angel of the Lord spoke to Philip and said, "Arise and go toward the south to the road that goes down from Jerusalem to Gaza." (This road is in a desert.) <sup>27</sup>He arose and went. Behold, there was a man from Ethiopia, a eunuch of great authority under Candace, queen of the Ethiopians. He was in charge of all her treasure. He had come to Jerusalem to worship. <sup>28</sup>He was returning and sitting in his chariot, and was reading the prophet Isaiah. (Acts 8:26-28 ULB)
 
 
-  * **General Information:** - This is the beginning of the part of the story about Philip and the man from Ethiopia. Verse 27 gives background information about the man from Ethiopia. (See: *Backgrounds*)
+* **General Information:** - This is the beginning of the part of the story about Philip and the man from Ethiopia. Verse 27 gives background information about the man from Ethiopia. (See: *Backgrounds*)
 
 This note alerts you to the beginning of a new part of a story and to some background information so you can be aware of these things and use your language's ways of showing these things. The note includes a link to the page about background information so you can learn more about how to translate that kind of information.
\ No newline at end of file
diff --git a/translate/resources-def/01.md b/translate/resources-def/01.md
index 8a8063d..3f49720 100644
--- a/translate/resources-def/01.md
+++ b/translate/resources-def/01.md
@@ -8,19 +8,19 @@ Sometimes you may not know what a word in the ULB means. The notes may have a de
 Simple definitions of words or phrases are added without quotes or sentence format. Here are examples:
 >It is like children playing in the marketplace, who sit and call to one another and say, "We played a <u>flute</u> for you." (Matthew 11:16-17 ULB)
 
-  * **marketplace** - a large, open-air area where people would come to sell their goods
-  * **flute** - a long, hollow musical instrument which is played by blowing air in or over one end 
+* **marketplace** - a large, open-air area where people would come to sell their goods
+* **flute** - a long, hollow musical instrument which is played by blowing air in or over one end 
 
 >people who dress in splendid clothing and live in luxury are in <u>kings' palaces</u> (Luke 7:25 ULB)
 
-  * **kings' palaces**  - a large, expensive house that a king lives in
+* **kings' palaces**  - a large, expensive house that a king lives in
 
 ### Translation Principles
 
-  * Use words that are already part of your language if possible.
-  * Keep expressions short if possible.
-  * Represent God's commands and historical facts accurately.
- 
+* Use words that are already part of your language if possible.
+* Keep expressions short if possible.
+* Represent God's commands and historical facts accurately.
+
 ### Translation Strategies
 
 See [Translate Unknowns](../translate-unknown/01.md) for more information on translating words or phrases that are not known in your language.
\ No newline at end of file
diff --git a/translate/resources-eplain/01.md b/translate/resources-eplain/01.md
index 9d292cd..26bc54b 100644
--- a/translate/resources-eplain/01.md
+++ b/translate/resources-eplain/01.md
@@ -8,18 +8,18 @@ Sometimes you may not know what a word or phrase means in the ULB, and it may al
 Simple explanations about words or phrases are written as full sentences. They begin with a capital letter and end with a period ("."). 
 > The fishermen had gotten out of them and were <u>washing their nets</u>.(Luke 5:2 ULB) 
 
-  * **washing their nets** - They were cleaning their fishing nets in order to use them again to catch fish.
+* **washing their nets** - They were cleaning their fishing nets in order to use them again to catch fish.
 
 If you did not know that fishermen used nets to catch fish, you might wonder why the fishermen were cleaning their nets. This explanation can help you choose good words for "were washing" and "nets."
 
 > they <u>motioned</u> to their partners in the other boat  (Luke 5:7 ULB)
 
-  * **motioned**  - They were too far from shore to call so they made gestures, probably waving their arms.
+* **motioned**  - They were too far from shore to call so they made gestures, probably waving their arms.
 
 This note can help you understand what kind of motion the people made. It was a motion that people would be able to see from a distance. This will help you choose a good word or phrase for "motioned."
 
 > He will be filled with the Holy Spirit, <u>even while in his mother's womb</u>. (Luke 1:14 ULB)
 
-  * **even while in his mother's womb** - The word "even" here indicates that this is especially surprising news. People had been filled with the Holy Spirit before, but no one had heard of an unborn baby being filled with the Holy Spirit.
+* **even while in his mother's womb** - The word "even" here indicates that this is especially surprising news. People had been filled with the Holy Spirit before, but no one had heard of an unborn baby being filled with the Holy Spirit.
 
 This note can help you understand what the word "even" means in this sentence, so that you can find a way of showing how surprising this was.
\ No newline at end of file
diff --git a/translate/resources-fofs/01.md b/translate/resources-fofs/01.md
index 11e12a9..913b632 100644
--- a/translate/resources-fofs/01.md
+++ b/translate/resources-fofs/01.md
@@ -11,12 +11,12 @@ In order to translate the meaning, you need to be able to recognize the figure o
 
 > Many will come <u>in my name</u> and say, 'I am he,' and they will lead many astray. (Mark 13:6 ULB)
 
-  * **in my name** - Possible meanings are 1) AT: "claiming my authority" or 2) "claiming that God sent them." (See: [Metonymy](../figs-metonymy/01.md) and [Idiom](../figs-idiom/01.md))
+* **in my name** - Possible meanings are 1) AT: "claiming my authority" or 2) "claiming that God sent them." (See: [Metonymy](../figs-metonymy/01.md) and [Idiom](../figs-idiom/01.md))
 
 The figure of speech in this Note is called a metonymy. The phrase "in my name" does not refer to the speaker's name (Jesus), but to his person and authority. The Note explains the metonymy in this passage by giving two alternate translations. After that, there is a link to the tA page about metonymy. Click on the link to learn about metonymy and general strategies for translating metonymys. Because this phrase is also a common idiom, the Note includes a link to the tA page that explains idioms.
 
 > "<u>You offspring of vipers</u>! Who warned you to run away from the wrath that is coming? (Luke 3:7 ULB)
 
-  * **You offspring of vipers** - In this metaphor, John compares the crowd to vipers, which were deadly or dangerous snakes and represent evil. AT: "You evil poisonous snakes" or "People should stay away from you just like they avoid poisonous snakes" (See: [Metaphor](../figs-metaphor/01.md))
+* **You offspring of vipers** - In this metaphor, John compares the crowd to vipers, which were deadly or dangerous snakes and represent evil. AT: "You evil poisonous snakes" or "People should stay away from you just like they avoid poisonous snakes" (See: [Metaphor](../figs-metaphor/01.md))
 
 The figure of speech in this Note is called a metaphor. The Note explains the metaphor and gives two alternate translations. After that, there is a link to the tA page about metaphors. Click on the link to learn about metaphors and general strategies for translating them.
\ No newline at end of file
diff --git a/translate/resources-iordquote/01.md b/translate/resources-iordquote/01.md
index 1f60b73..b87dfa4 100644
--- a/translate/resources-iordquote/01.md
+++ b/translate/resources-iordquote/01.md
@@ -11,12 +11,12 @@ There may be a note about direct and indirect quotes when a quote has another qu
 
 > He instructed him <u>to tell no one</u> (Luke 5:14 ULB)
 
-  * **to tell no one**  - This can be translated as a direct quote: "Do not tell anyone" There is implied information that can also be stated explicitly (AT): "do not tell anyone that you have been healed" (See: [Direct and Indirect Quotations](../figs-quotations/01.md) and [Ellipsis](../figs-ellipsis/01.md))
+* **to tell no one**  - This can be translated as a direct quote: "Do not tell anyone" There is implied information that can also be stated explicitly (AT): "do not tell anyone that you have been healed" (See: [Direct and Indirect Quotations](../figs-quotations/01.md) and [Ellipsis](../figs-ellipsis/01.md))
 
 Here the translationNote shows how to change the indirect quote to a direct quote, in case that would be clearer or more natural in the target language.  
 
 > At the time of the harvest <u>I will say to the reapers, "First pull out the weeds and tie them in bundles to burn them, but gather the wheat into my barn</u>." (Matthew 13:30 ULB)
 
-  * **I will say to the reapers, "First pull out the weeds and tie them in bundles to burn them, but gather the wheat into my barn"** - You can translate this as an indirect quote: "I will tell the reapers to first gather up the weeds and tie them in bundles to burn them, then gather the wheat into my barn." (See: [Direct and Indirect Quotations](../figs-quotations/01.md))
+* **I will say to the reapers, "First pull out the weeds and tie them in bundles to burn them, but gather the wheat into my barn"** - You can translate this as an indirect quote: "I will tell the reapers to first gather up the weeds and tie them in bundles to burn them, then gather the wheat into my barn." (See: [Direct and Indirect Quotations](../figs-quotations/01.md))
 
 Here the translationNote shows how to change the direct quote to an indirect quote, in case that would be clearer or more natural in the target language.
\ No newline at end of file
diff --git a/translate/resources-links/01.md b/translate/resources-links/01.md
index a4c54a9..317270e 100644
--- a/translate/resources-links/01.md
+++ b/translate/resources-links/01.md
@@ -9,14 +9,14 @@ Each translationNote follows a phrase from the ULB and will provide immediate he
 
 There are several reasons to read the translationAcademy topic information:
 
-  * Learning about the topic will help the translator to translate more accurately.
-  * The topics have been chosen to provide a basic understanding of the principles and strategies of translation.
+* Learning about the topic will help the translator to translate more accurately.
+* The topics have been chosen to provide a basic understanding of the principles and strategies of translation.
 
 #### Examples
 
-  * **evening and morning** - This refers to the whole day. Two parts of the day are used to refer to the whole day. In the Jewish culture, a day begins when the sun sets. (See: *Merism*)
-  * **walking** - "obeying" (See: *Metaphor*)
-  * **made it known** - "communicated it" (See: *Idiom*)
+* **evening and morning** - This refers to the whole day. Two parts of the day are used to refer to the whole day. In the Jewish culture, a day begins when the sun sets. (See: *Merism*)
+* **walking** - "obeying" (See: *Metaphor*)
+* **made it known** - "communicated it" (See: *Idiom*)
 
 
 
@@ -24,8 +24,8 @@ There are several reasons to read the translationAcademy topic information:
 
 Sometimes a phrase is used multiple times in one book. When this happens, there will be a link in the translationNotes-green chapter and verse numbers that you can click on-that will take you back to where you have translated that phrase before.  There are several reasons why you will want to go to the place where the word or phrase was translated before:
 
-  * This will make it easier for you to translate this phrase by reminding you of how you have already translated it. 
-  * This will make your translation faster and more consistent because you will be reminded to translate that phrase in the same way each time. 
+* This will make it easier for you to translate this phrase by reminding you of how you have already translated it. 
+* This will make your translation faster and more consistent because you will be reminded to translate that phrase in the same way each time. 
 
 If a translation that you have used before for the same phrase does not fit a new context, then you will have to think of a new way to translate it. In this case, you should make a note of it and discuss it with others on the translation team. 
 
@@ -33,6 +33,7 @@ These links will only take you back to notes in the book that you are working on
 
 #### Examples
 
-  * **be fruitful and multiply** - See how you translated these commands in Genesis 1:28.
-  * **everything that creeps along the ground** - This includes all types of small animals. See how you translated this in Genesis 1:25.
-  * **will be blessed in him** - AT: "will be blessed because of Abraham" or "will be blessed because I have blessed Abraham." For translating "in him," see how you translated "through you" in Genesis 12:3.
\ No newline at end of file
+* **be fruitful and multiply** - See how you translated these commands in Genesis 1:28.
+* **everything that creeps along the ground** - This includes all types of small animals. See how you translated this in Genesis 1:25.
+* **will be blessed in him** - AT: "will be blessed because of Abraham" or "will be blessed because I have blessed Abraham." For translating "in him," see how you translated "through you" in Genesis 12:3.
+
diff --git a/translate/resources-long/01.md b/translate/resources-long/01.md
index 252f70a..e863adb 100644
--- a/translate/resources-long/01.md
+++ b/translate/resources-long/01.md
@@ -7,7 +7,7 @@ Sometimes there are notes for a phrase and separate notes for portions of that p
 
 > <u>But it is to the extent of your hardness and unrepentant heart</u> that you are storing up for yourself wrath in the day of wrath (Romans 2:5 ULB)
 
-  * **But it is to the extent of your hardness and unrepentant heart** - Paul uses a metaphor to compare a person who refuses to obey God to something hard, like a stone. He also uses the metonym "heart" to represent the whole person. AT: "It is because you refuse to listen and repent" (See: [Metaphor](../figs-metaphor/01.md) and [Metonymy](../figs-metonymy/01.md))
-  * **hardness and unrepentant heart** - The phrase "unrepentant heart" explains the word "hardness" (See: [Doublet](../figs-doublet/01.md))
+* **But it is to the extent of your hardness and unrepentant heart** - Paul uses a metaphor to compare a person who refuses to obey God to something hard, like a stone. He also uses the metonym "heart" to represent the whole person. AT: "It is because you refuse to listen and repent" (See: [Metaphor](../figs-metaphor/01.md) and [Metonymy](../figs-metonymy/01.md))
+* **hardness and unrepentant heart** - The phrase "unrepentant heart" explains the word "hardness" (See: [Doublet](../figs-doublet/01.md))
 
 In this example the first note explains the metaphor and the metonymy, and the second explains the doublet in the same passage.
\ No newline at end of file
diff --git a/translate/resources-porp/01.md b/translate/resources-porp/01.md
index e6725a7..8261b73 100644
--- a/translate/resources-porp/01.md
+++ b/translate/resources-porp/01.md
@@ -3,19 +3,20 @@
 
 Sometimes Bible scholars do not know for sure, or do not agree on, what a particular phrase or sentence in the Bible means. Some reasons for this include:
 
-  1. There are minor differences in the ancient Bible texts.
-  1. A word may have more than one meaning or use.
-  1. It may not be clear what a word (such as a pronoun) refers to in a particular phrase.
+1. There are minor differences in the ancient Bible texts.
+1. A word may have more than one meaning or use.
+1. It may not be clear what a word (such as a pronoun) refers to in a particular phrase.
 
 ### Translation Notes Examples
 
 When many scholars say that a word or phrase means one thing, and many others say that it means other things, we show the most common meanings that they give. Our notes for these situations begin with "Possible meanings are" and then give a **numbered list**. We recommend that you use the first meaning given. However, if people in your community have access to another Bible that uses one of the other possible meanings, you may decide that it is better to use that meaning.
 >But Simon Peter, when he saw it, <u>fell down at Jesus' knees</u>, saying, "Depart from me, for I am a sinful man, Lord." (Luke 5:8 ULB)
 
-  * **fell down at Jesus' knees** - Possible  meanings are 1) "knelt down before Jesus" or 2) "bowed down at Jesus feet" or 3) "lay down on the ground at Jesus feet." Peter did not fall accidentally. He did this as a sign of humility and respect for Jesus.
+* **fell down at Jesus' knees** - Possible  meanings are 1) "knelt down before Jesus" or 2) "bowed down at Jesus feet" or 3) "lay down on the ground at Jesus feet." Peter did not fall accidentally. He did this as a sign of humility and respect for Jesus.
 
 ### Translation Strategies
 
-  1. Translate it in such a way that the reader could understand either meaning as a possibility.
-  1. If it is not possible to do that in your language, then choose a meaning and translate it with that meaning.
-  1. If not choosing a meaning would make it hard for the readers to understand the passage in general, then choose a meaning and translate it with that meaning.
\ No newline at end of file
+1. Translate it in such a way that the reader could understand either meaning as a possibility.
+1. If it is not possible to do that in your language, then choose a meaning and translate it with that meaning.
+1. If not choosing a meaning would make it hard for the readers to understand the passage in general, then choose a meaning and translate it with that meaning.
+
diff --git a/translate/resources-questions/01.md b/translate/resources-questions/01.md
index c82f5af..0ed22da 100644
--- a/translate/resources-questions/01.md
+++ b/translate/resources-questions/01.md
@@ -24,4 +24,5 @@ In order to use tQ for a community check, follow these steps:
 1. Read the first question entry for that chapter.
 1. Ask the community members to answer the question. Remind them to think of the answer only from the translation. 
 1. Click on the question to have the answer displayed. If the community member's answer is very similar to the answer displayed, then the translation is clearly communicating the right thing. If the person cannot answer the question or answers incorrectly, the translation may not be communicating well and may need to be changed.
-2. Continue with the rest of the questions for the chapter.
\ No newline at end of file
+2. Continue with the rest of the questions for the chapter.
+
diff --git a/translate/resources-synequi/01.md b/translate/resources-synequi/01.md
index dde3cfe..af96668 100644
--- a/translate/resources-synequi/01.md
+++ b/translate/resources-synequi/01.md
@@ -7,12 +7,12 @@ Some Notes provide a translation suggestion that can replace the word or phrase
 
 > Make ready <u>the way</u> of the Lord, (Luke 3:4 ULB)
 
-  * **the way**  - "the path" or "the road"
+* **the way**  - "the path" or "the road"
 
 In this example, the words "the path" or the words "the road" can replace the words "the way" in the ULB. You can decide whether it is natural to say "way," "path," or "road" in your language.
 
 > <u>Deacons, likewise</u>, should be dignified, not double-talkers. (1 Timothy 3:8 ULB)
 
-  * **Deacons, likewise**  - "In the same way, deacons" or "Deacons, like overseers"
+* **Deacons, likewise**  - "In the same way, deacons" or "Deacons, like overseers"
 
 In this example, the words "In the same way, deacons" or "Deacons, like overseers" can replace the words "Deacons, likewise" in the ULB. You, as the translator, can decide what is natural for your language.
\ No newline at end of file
diff --git a/translate/resources-types/01.md b/translate/resources-types/01.md
index f0f63ab..8c16dd4 100644
--- a/translate/resources-types/01.md
+++ b/translate/resources-types/01.md
@@ -1,40 +1,44 @@
 
 #### To translate from the ULB
 
-  * Read the ULB. Do you understand the meaning of the text so that you can accurately, clearly, and naturally translate the meaning into your language?
+* Read the ULB. Do you understand the meaning of the text so that you can accurately, clearly, and naturally translate the meaning into your language?
     * YES? Start translating.
-  * NO? Look at the UDB. Does the UDB help you understand the meaning of the ULB text?
+* NO? Look at the UDB. Does the UDB help you understand the meaning of the ULB text?
     * YES? Start translating.
-  * NO? Read the translationNotes for help.
+* NO? Read the translationNotes for help.
+
 TranslationNotes are words or phrases copied from the ULB and then explained. In English, every Note that explains the ULB starts the same. There is a bullet point, the ULB text is in bold followed by a dash, and then there are translation suggestions or information for the translator. The Notes follow this format:
 
-  * **copied ULB text**  - translation suggestion or information for the translator.
+* **copied ULB text**  - translation suggestion or information for the translator.
 
 ### Types of Notes
 
 There are many different types of notes in the Translation Notes. Each type of note gives the explanation in a different way. Knowing the type of note will help the translator make decisions on the best way to translate the Bible text into their language.
-  * **[Notes with Definitions](../resources-def/01.md)** - Sometimes you may not know what a word in the ULB means. Simple definitions of words or phrases are added without quotes or sentence format.
 
-  * **[Notes that Explain](../resources-eplain/01.md)** - Simple explanations about words or phrases are in sentence format. 
+* **[Notes with Definitions](../resources-def/01.md)** - Sometimes you may not know what a word in the ULB means. Simple definitions of words or phrases are added without quotes or sentence format.
 
- * **Notes that Suggest Other Ways to Translate** - Because there are many different kinds of these Notes, they are explained in more detail below.
+* **[Notes that Explain](../resources-eplain/01.md)** - Simple explanations about words or phrases are in sentence format. 
+
+* **Notes that Suggest Other Ways to Translate** - Because there are many different kinds of these Notes, they are explained in more detail below.
 
 #### Suggested Translations
 
 There are several types of suggested translations.
 
-  * **[Notes with Synonyms and Equivalent Phrases](../resources-synequi/01.md)** - Sometimes the Notes provide a translation suggestion that can replace the word or phrases in the ULB. These replacements can fit into the sentence without changing the meaning of the sentence. These are synonyms and equivalent phrases and are written in double-quotes. These mean the same as the text in the ULB. 
+* **[Notes with Synonyms and Equivalent Phrases](../resources-synequi/01.md)** - Sometimes the Notes provide a translation suggestion that can replace the word or phrases in the ULB. These replacements can fit into the sentence without changing the meaning of the sentence. These are synonyms and equivalent phrases and are written in double-quotes. These mean the same as the text in the ULB. 
 
-  * **[Notes with Alternate Translations (AT)](../resources-alter/01.md)** - An alternate translation is a suggested change to the form or content of the ULB because the target language may prefer a different form. The alternate translation should only be used when the ULB form or content is not accurate or natural in your language. 
+* **[Notes with Alternate Translations (AT)](../resources-alter/01.md)** - An alternate translation is a suggested change to the form or content of the ULB because the target language may prefer a different form. The alternate translation should only be used when the ULB form or content is not accurate or natural in your language. 
 
-  * **[Notes that Clarify the UDB Translation](../resources-clarify/01.md)** - When the UDB provides a good alternate translation for the ULB, then there may be no Note providing an Alternate Translation. However, on occasion a Note will provide Alternate Translations in addition to the text from the UDB, and sometimes it will quote the text from the UDB as an Alternate Translation. In that case, the Note will say "(UDB)" after the text from the UDB.
+* **[Notes that Clarify the UDB Translation](../resources-clarify/01.md)** - When the UDB provides a good alternate translation for the ULB, then there may be no Note providing an Alternate Translation. However, on occasion a Note will provide Alternate Translations in addition to the text from the UDB, and sometimes it will quote the text from the UDB as an Alternate Translation. In that case, the Note will say "(UDB)" after the text from the UDB.
 
-  * **[Notes that have Alternate Meanings](../resources-alterm/01.md)** - Some Notes provide Alternate Meanings when a word or phrase can be understood in more than one way. When this happens, the Note will put the most probable meaning first.  
+* **[Notes that have Alternate Meanings](../resources-alterm/01.md)** - Some Notes provide Alternate Meanings when a word or phrase can be understood in more than one way. When this happens, the Note will put the most probable meaning first.  
 
-  * **[Notes with Probable or Possible Meanings](../resources-porp/01.md)** - Sometimes Bible scholars do not know for sure, or do not agree on, what a particular phrase or sentence in the Bible means. Some reasons for this include: there are minor differences in the ancient Bible texts, or a word may have more than one meaning or use, or it may not be clear what a word (such as a pronoun) refers to in a particular phrase. In this case, the Note will give the most probable meaning, or will list several possible meanings, with the most probable meaning first.
+* **[Notes with Probable or Possible Meanings](../resources-porp/01.md)** - Sometimes Bible scholars do not know for sure, or do not agree on, what a particular phrase or sentence in the Bible means. Some reasons for this include: there are minor differences in the ancient Bible texts, or a word may have more than one meaning or use, or it may not be clear what a word (such as a pronoun) refers to in a particular phrase. In this case, the Note will give the most probable meaning, or will list several possible meanings, with the most probable meaning first.
 
-  * **[Notes that Identify Figures of Speech](../resources-fofs/01.md)** - When there is a Figure of Speech in the ULB text, then the notes will provide an explanation of how to translate that Figure of Speech. Sometimes an Alternate Translation (AT:) is provided. There will also be a link to the translationAcademy page for additional information and translation strategies to help the translator accurately translate the meaning of that type of Figure of Speech. 
+* **[Notes that Identify Figures of Speech](../resources-fofs/01.md)** - When there is a Figure of Speech in the ULB text, then the notes will provide an explanation of how to translate that Figure of Speech. Sometimes an Alternate Translation (AT:) is provided. There will also be a link to the translationAcademy page for additional information and translation strategies to help the translator accurately translate the meaning of that type of Figure of Speech. 
+
+* **[Notes that Identify Indirect and Direct Quotes](../resources-iordquote/01.md)** - There are two kinds of quotations: direct quotation and indirect quotation. When translating a quotation, translators need to decide whether to translate it as a direct quotation or an indirect quotation. These Notes will alert the translator to the choice that needs to be made.
+
+* **[Notes for Long ULB Phrases](../resources-long/01.md)** - Sometimes there are Notes that refer to  a phrase and separate Notes that refer to portions of that phrase. In that case, the Note for the larger phrase is first, and the Notes for its smaller parts follow afterward. In that way, the Notes can give translation suggestions or explanations for the whole as well as each part.
 
-  * **[Notes that Identify Indirect and Direct Quotes](../resources-iordquote/01.md)** - There are two kinds of quotations: direct quotation and indirect quotation. When translating a quotation, translators need to decide whether to translate it as a direct quotation or an indirect quotation. These Notes will alert the translator to the choice that needs to be made.
 
-  * **[Notes for Long ULB Phrases](../resources-long/01.md)** - Sometimes there are Notes that refer to  a phrase and separate Notes that refer to portions of that phrase. In that case, the Note for the larger phrase is first, and the Notes for its smaller parts follow afterward. In that way, the Notes can give translation suggestions or explanations for the whole as well as each part.
\ No newline at end of file
diff --git a/translate/resources-words/01.md b/translate/resources-words/01.md
index f8aa527..8f5fcfc 100644
--- a/translate/resources-words/01.md
+++ b/translate/resources-words/01.md
@@ -5,16 +5,16 @@ It is the duty of the translator, to the best of his ability, to make sure that
 
 In order to use translationWords, follow these steps:
 
-  1. Identify the important words and any words in the source text that are ambiguous or difficult to understand.
-  1. Look at the section called "translationWords."
-  1. Find the words that you identified as important or difficult, and click on the first one.
-  1. Read the translationWords entry for that word.
-  1. After reading the definition, read the Bible passage again, thinking about the definition that you read in translationWords.
-  1. Think of possible ways to translate the word in your language that fit the Bible context and the definition. It can be helpful to compare words and phrases in your language that have similar meaning and try each one. 
-  1. Choose the one that you think is best and write it down.
-  1. Repeat the above steps for other translationWords that you identified. 
-  1. When you have thought of a good translation for each of the translationWords, then translate the whole passage.
-  1. Test your translated passage by reading it to others. Change to a different word or phrase in places where others do not understand the meaning.
+1. Identify the important words and any words in the source text that are ambiguous or difficult to understand.
+1. Look at the section called "translationWords."
+1. Find the words that you identified as important or difficult, and click on the first one.
+1. Read the translationWords entry for that word.
+1. After reading the definition, read the Bible passage again, thinking about the definition that you read in translationWords.
+1. Think of possible ways to translate the word in your language that fit the Bible context and the definition. It can be helpful to compare words and phrases in your language that have similar meaning and try each one. 
+1. Choose the one that you think is best and write it down.
+1. Repeat the above steps for other translationWords that you identified. 
+1. When you have thought of a good translation for each of the translationWords, then translate the whole passage.
+1. Test your translated passage by reading it to others. Change to a different word or phrase in places where others do not understand the meaning.
 
 Once you have found a good translation for a translationWord, you should use it consistently throughout the translation. If you find a place where that translation does not fit, then think through the process again. It could be that a word with similar meaning will fit better in the new context. Keep track of which word or words you are using to translate each translationWord and make this information available to everyone on the translation team. This will help everyone on the translation team to know which words they should be using.
 
@@ -26,26 +26,26 @@ One kind of 'unknown idea' are words that refer to Jewish and Christian religiou
 
 **Names of places** such as:
 
-  * Temple (a building where the Israelites offered sacrifices to God)
-  * Synagogue (a building where Jewish people assemble to worship God)
-  * Sacrificial altar (a raised structure on which sacrifices were burned as gifts, or offerings, to God.)
+* Temple (a building where the Israelites offered sacrifices to God)
+* Synagogue (a building where Jewish people assemble to worship God)
+* Sacrificial altar (a raised structure on which sacrifices were burned as gifts, or offerings, to God.)
 
 **Titles of people who hold an office** such as:
 
-  * Priest (someone who is chosen to offer sacrifices to God on behalf of his people)
-  * Pharisee (important group of Israel's religious leaders in Jesus' time)
-  * Prophet (person who delivers messages that come directly from God)
-  * Son of Man
-  * Son of God
-  * King (ruler of an independent city, state or country).
+* Priest (someone who is chosen to offer sacrifices to God on behalf of his people)
+* Pharisee (important group of Israel's religious leaders in Jesus' time)
+* Prophet (person who delivers messages that come directly from God)
+* Son of Man
+* Son of God
+* King (ruler of an independent city, state or country).
 
 **Key Biblical Concepts** such as:
 
-  * Forgiveness (to not resent that person and not be angry at him for doing something hurtful)
-  * Salvation (being saved or rescued from evil, enemies, or from danger)
-  * Redemption (the act of buying back something that was previously owned or that was held captive)
-  * Mercy (helping people who are in need)
-  * Grace (help or regard that is given to someone who has not earned it)
+* Forgiveness (to not resent that person and not be angry at him for doing something hurtful)
+* Salvation (being saved or rescued from evil, enemies, or from danger)
+* Redemption (the act of buying back something that was previously owned or that was held captive)
+* Mercy (helping people who are in need)
+* Grace (help or regard that is given to someone who has not earned it)
 
 (Notice that all of these are nouns, but they represent events, so they may need to be translated by verb (action) clauses.)
 
diff --git a/translate/translate-bdistance/01.md b/translate/translate-bdistance/01.md
index a51e5c3..72b9935 100644
--- a/translate/translate-bdistance/01.md
+++ b/translate/translate-bdistance/01.md
@@ -3,11 +3,11 @@
 
 The following terms are the most common measures for distance or length that were originally used in the Bible. Most of these are based on the sizes of the hand and forearm.
 
-  * The **handbreadth** was the width of the palm of a man's hand. 
-  * The **span** or handspan was the width of a man's hand with the fingers spread out.
-  * The **cubit**  was the length of a man's forearm, from the elbow to the tip of the longest finger.
-  * The **"long" cubit**  is used only in Ezekiel 40-48. It is the length of a normal cubit plus a span.
-  * The **stadium**  (plural, **stadia**) referred to a certain footrace that was about 185 meters in length. Some older English versions translated this word as "furlong", which referred to the average length of a plowed field.
+* The **handbreadth** was the width of the palm of a man's hand. 
+* The **span** or handspan was the width of a man's hand with the fingers spread out.
+* The **cubit**  was the length of a man's forearm, from the elbow to the tip of the longest finger.
+* The **"long" cubit**  is used only in Ezekiel 40-48. It is the length of a normal cubit plus a span.
+* The **stadium**  (plural, **stadia**) referred to a certain footrace that was about 185 meters in length. Some older English versions translated this word as "furlong", which referred to the average length of a plowed field.
 
 The metric values in the table below are close but not exactly equal to the biblical measures. The biblical measures probably differed in exact length from time to time and place to place. The equivalents below are an attempt to give an average measurement. 
 
@@ -22,40 +22,46 @@ The metric values in the table below are close but not exactly equal to the bibl
 
 #### Translation Principles
 
-  1. The people in the Bible did not use modern measures such as meters, liters, and kilograms. Using the original measures can help readers know that the Bible really was written long ago in a time when people used those measures.
-  1. Using modern measures can help readers understand the text more easily.
-  1. Whatever measure you use, it would be good, if possible, to tell about the other kind of measure in the text or a footnote.
-  1. If you do not use the Biblical measures, try not to give the readers the idea that the measurements are exact.  For example, if you translate one cubit as ".46 meters" or even as "46 centimeters," readers might think that the measurement is exact. It would be better to say "half a meter," "45 centimeters," or "50 centimeters."
-  1. Sometimes it can be helpful to use the word "about" to show that a measurement is not exact. For example, Luke 24:13 says that Emmaus was sixty stadia from Jerusalem. This can be translated as "about ten kilometers" from Jerusalem.
-  1. When God tells people how long something should be, and when people make things according to those lengths, do not use "about" in the translation. Otherwise it will give the impression that God did not care exactly how long something should be.
+1. The people in the Bible did not use modern measures such as meters, liters, and kilograms. Using the original measures can help readers know that the Bible really was written long ago in a time when people used those measures.
+1. Using modern measures can help readers understand the text more easily.
+1. Whatever measure you use, it would be good, if possible, to tell about the other kind of measure in the text or a footnote.
+1. If you do not use the Biblical measures, try not to give the readers the idea that the measurements are exact.  For example, if you translate one cubit as ".46 meters" or even as "46 centimeters," readers might think that the measurement is exact. It would be better to say "half a meter," "45 centimeters," or "50 centimeters."
+1. Sometimes it can be helpful to use the word "about" to show that a measurement is not exact. For example, Luke 24:13 says that Emmaus was sixty stadia from Jerusalem. This can be translated as "about ten kilometers" from Jerusalem.
+1. When God tells people how long something should be, and when people make things according to those lengths, do not use "about" in the translation. Otherwise it will give the impression that God did not care exactly how long something should be.
 
 ### Translation Strategies
 
-  1. Use the measurements from the ULB. These are the same kinds of measurements that the original writers used. Spell them in a way that is similar to the way they sound or are spelled in the ULB. (see [Copy or Borrow Words](../translate-transliterate/01.md))
-  1. Use the metric measurements given in the UDB. The translators of the UDB have already figured how to represent the amounts in the metric system.
-  1. Use measurements that are already used in your language. In order to do this you would need to know how your measurements relate to the metric system and figure out each measurement.
-  1. Use the measurements from the ULB and include measurements that your people know in the text or a note. 
-  1. Use measurements that your people know, and include the measurements from the ULB in the text or in a note. 
+1. Use the measurements from the ULB. These are the same kinds of measurements that the original writers used. Spell them in a way that is similar to the way they sound or are spelled in the ULB. (see [Copy or Borrow Words](../translate-transliterate/01.md))
+1. Use the metric measurements given in the UDB. The translators of the UDB have already figured how to represent the amounts in the metric system.
+1. Use measurements that are already used in your language. In order to do this you would need to know how your measurements relate to the metric system and figure out each measurement.
+1. Use the measurements from the ULB and include measurements that your people know in the text or a note. 
+1. Use measurements that your people know, and include the measurements from the ULB in the text or in a note. 
 
 ### Translation Strategies Applied
 
 The strategies are all applied to Exodus 25:10 below.
 
-  * **They are to make an ark of acacia wood. Its length must be two and a half cubits; its width will be one cubit and a half; and its height will be one cubit and a half.** (Exodus 25:10 ULB)
+* **They are to make an ark of acacia wood. Its length must be two and a half cubits; its width will be one cubit and a half; and its height will be one cubit and a half.** (Exodus 25:10 ULB)
 
 1. Use the measurements given in the ULB. These are the same kinds of measurements that the original writers used. Spell them in a way that is similar to the way they sound or are spelled in the ULB. (see [Copy or Borrow Words](../translate-transliterate/01.md))
-  * "They are to make an ark of acacia wood. Its length must be <u>two and a half kubits</u>; its width will be <u>one kubit and a half</u>; and its height will be <u>one kubit and a half</u>."
 
-2.  Use the metric measurements given in the UDB. The translators of the UDB have already figured how to represent the amounts in the metric system.
-   * "They are to make an ark of acacia wood. Its length must be <u>one meter</u>; its width will be <u>two thirds of a meter</u>; and its height will be <u>two thirds of a meter</u>." 
+    * "They are to make an ark of acacia wood. Its length must be <u>two and a half kubits</u>; its width will be <u>one kubit and a half</u>; and its height will be <u>one kubit and a half</u>."
 
-3.  Use measurements that are already used in your language. In order to do this you would need to know how your measurements relate to the metric system and figure out each measurement. For example, if you measure things using the standard foot length, you could translate it as below.
-  * "They are to make an ark of acacia wood. Its length must be<u> 3 3/4 feet</u>; its width will be <u>2 1/4 feet</u>; and its height will be <u>2 1/4 feet</u>." 
+2. Use the metric measurements given in the UDB. The translators of the UDB have already figured how to represent the amounts in the metric system.
+
+    * "They are to make an ark of acacia wood. Its length must be <u>one meter</u>; its width will be <u>two thirds of a meter</u>; and its height will be <u>two thirds of a meter</u>." 
+
+3. Use measurements that are already used in your language. In order to do this you would need to know how your measurements relate to the metric system and figure out each measurement. For example, if you measure things using the standard foot length, you could translate it as below.
+
+    * "They are to make an ark of acacia wood. Its length must be<u> 3 3/4 feet</u>; its width will be <u>2 1/4 feet</u>; and its height will be <u>2 1/4 feet</u>." 
 
 4. Use the measurements from the ULB and include measurements that your people know in the text or a note. The following shows both measurements in the text.
-  * "They are to make an ark of acacia wood. Its length must be <u>two and a half cubits (one meter)</u>; its width will be <u>one cubit and a half (two thirds of a meter)</u>; and its height will be <u>one cubit and a half (two thirds of a meter)</u>."
+
+    * "They are to make an ark of acacia wood. Its length must be <u>two and a half cubits (one meter)</u>; its width will be <u>one cubit and a half (two thirds of a meter)</u>; and its height will be <u>one cubit and a half (two thirds of a meter)</u>."
 
 5. Use measurements that your people know, and include the measurements from the ULB in the text or in  a note. The following shows the ULB measurements in notes.
-  * "They are to make an ark of acacia wood. Its length must be <u>one meter</u><sup>1</sup>; its width will be <u>two thirds of a meter</u> <sup>2</sup>; and its height will be <u>two thirds of a meter</u>." The footnotes would look like:
-    * <sup>[1]</sup> two and a half cubits
-    * <sup>[2]</sup> one cubit and a half
\ No newline at end of file
+
+    * "They are to make an ark of acacia wood. Its length must be <u>one meter</u><sup>1</sup>; its width will be <u>two thirds of a meter</u> <sup>2</sup>; and its height will be <u>two thirds of a meter</u>." The footnotes would look like:
+        * <sup>[1]</sup> two and a half cubits
+        * <sup>[2]</sup> one cubit and a half
+
diff --git a/translate/translate-bmoney/01.md b/translate/translate-bmoney/01.md
index 7277881..d28fef7 100644
--- a/translate/translate-bmoney/01.md
+++ b/translate/translate-bmoney/01.md
@@ -10,7 +10,7 @@ The two tables below show some of the most well-known units of money found in th
 | daric     | gold coin  | 8.4 grams      |
 | shekel | various metals |  11 grams |
 | talent | various metals |  33 kilograms| 
- 
+
 
 | Unit in NT |  Metal |  Day's Wage  |
 | -------- | -------- | -------- |
@@ -29,37 +29,38 @@ Do not use modern money values since these change from year to year. Using them
 The value of most money in the Old Testament was based on its weight. So when translating these weights in the Old Testament, see [Biblical Weight](../translate-bweight/01.md). 
 The strategies below are for translating the value of money in the New Testament
 
-  1. Use the Bible term and spell it in a way that is similar to the way it sounds. (see [Copy or Borrow Words](../translate-transliterate/01.md))
-  1. Describe the value of the money in terms of what kind of metal it was made of and how many coins were used.
-  1. Describe the value of the money in terms of what people in Bible times could earn in one day of work.
-  1. Use the Bible term and give the equivalent amount in the text or a note.
-  1. Use the Bible term and explain it in a note.
+1. Use the Bible term and spell it in a way that is similar to the way it sounds. (see [Copy or Borrow Words](../translate-transliterate/01.md))
+1. Describe the value of the money in terms of what kind of metal it was made of and how many coins were used.
+1. Describe the value of the money in terms of what people in Bible times could earn in one day of work.
+1. Use the Bible term and give the equivalent amount in the text or a note.
+1. Use the Bible term and explain it in a note.
 
 ### Translation Strategies
 
 The translations strategies are all applied to Luke 7:41 below.
 
-  * **The one owed five hundred denarii, and the other owed fifty denarii.** (Luke 7:41 ULB)
+* **The one owed five hundred denarii, and the other owed fifty denarii.** (Luke 7:41 ULB)
 
 1. Use the Bible term and spell it in a way that is similar to the way it sounds. (see [Copy or Borrow Words](../translate-transliterate/01.md))
 
-  *  "The one owed <u>five hundred denali</u>, and the other owed <u>fifty denali</u>." (Luke 7:41 ULB)
+    * "The one owed <u>five hundred denali</u>, and the other owed <u>fifty denali</u>." (Luke 7:41 ULB)
 
 2. Describe the value of the money in terms of what kind of metal it was made of and how many pieces or coins were used.
 
-  *  "The one owed <u>five hundred silver coins</u>, and the other owed <u>fifty silver coins</u>." (Luke 7:41 ULB)
+    * "The one owed <u>five hundred silver coins</u>, and the other owed <u>fifty silver coins</u>." (Luke 7:41 ULB)
 
 3. Describe the value of the money in terms of what people in Bible times could earn in one day of work.
 
-  *  "The one owed <u>five hundred days' wages</u>, and the other owed <u>fifty days' wages</u>." 
+    * "The one owed <u>five hundred days' wages</u>, and the other owed <u>fifty days' wages</u>." 
 
 4. Use the Bible term and give the equivalent amount in the text or a footnote.
 
-  *  "The one owed <u>five hundred denarii</u><sup>1</sup>, and the other owed <u>fifty denarii</u>.<sup>2</sup>" (Luke 7:41 ULB) The footnotes would look like:
-      *  <sup>[1]</sup> five hundred days's wages
-      *  <sup>[2]</sup> fifty day's wages
+    * "The one owed <u>five hundred denarii</u><sup>1</sup>, and the other owed <u>fifty denarii</u>.<sup>2</sup>" (Luke 7:41 ULB) The footnotes would look like:
+        * <sup>[1]</sup> five hundred days's wages
+        * <sup>[2]</sup> fifty day's wages
 
 5. Use the Bible term and explain it in a footnote.
 
-  * "The one owed <u>five hundred denarii</u><sup>1</sup>, and the other owed <u>fifty denarii</u>." (Luke 7:41 ULB)
-      * <sup>[1]</sup> A denarius was the amount of silver that people could earn in one day of work.
\ No newline at end of file
+    * "The one owed <u>five hundred denarii</u><sup>1</sup>, and the other owed <u>fifty denarii</u>." (Luke 7:41 ULB)
+        * <sup>[1]</sup> A denarius was the amount of silver that people could earn in one day of work.
+
diff --git a/translate/translate-bvolume/01.md b/translate/translate-bvolume/01.md
index 63b26bd..c951be9 100644
--- a/translate/translate-bvolume/01.md
+++ b/translate/translate-bvolume/01.md
@@ -19,74 +19,84 @@ The following terms are the most common units of volume used in the Bible to sta
 
 #### Translation Principles
 
-  * The people in the Bible did not use modern measures such as meters, liters, and kilograms. Using the original measures can help readers know that the Bible really was written long ago in a time when people used those measures.
-  * Using modern measures can help readers understand the text more easily.
-  * Whatever measures you use, it would be good, if possible, to tell about the other kinds of measures in the text or a footnote.
-  * If you do not use the Biblical measures, try not to give the readers the idea that the measurements are exact. For example, if you translate one hin as "3.7 liters," readers might think that the measurement is exactly 3.7 liters, not 3.6 or 3.8. It would be better to use a more approximate measure such as "three and a half liters" or "four liters."
-  * When God tells people how much of something to use, and when people use those amounts in obedience to him, do not say "about" in the translation. Otherwise it will give the impression that God did not care exactly how much they used.
+* The people in the Bible did not use modern measures such as meters, liters, and kilograms. Using the original measures can help readers know that the Bible really was written long ago in a time when people used those measures.
+* Using modern measures can help readers understand the text more easily.
+* Whatever measures you use, it would be good, if possible, to tell about the other kinds of measures in the text or a footnote.
+* If you do not use the Biblical measures, try not to give the readers the idea that the measurements are exact. For example, if you translate one hin as "3.7 liters," readers might think that the measurement is exactly 3.7 liters, not 3.6 or 3.8. It would be better to use a more approximate measure such as "three and a half liters" or "four liters."
+* When God tells people how much of something to use, and when people use those amounts in obedience to him, do not say "about" in the translation. Otherwise it will give the impression that God did not care exactly how much they used.
 
 ### When the unit of measure is stated
 
 #### Translation Strategies 
 
-  1. Use the measurements from the ULB. These are the same kinds of measurements that the original writers used. Spell them in a way that is similar to the way they sound or are spelled in the ULB. (see [Copy or Borrow Words](../translate-transliterate/01.md))
-  1. Use the metric measurements given in the UDB. The translators of the UDB have already figured how to represent the amounts in the metric system.
-  1. Use measurements that are already used in your language. In order to do this you would need to know how your measurements relate to the metric system and figure out each measurement.
-  1. Use the measurements from the ULB and include measurements that your people know in the text or a note.
-  1. Use measurements that your people know, and include the measurements from the ULB in the text or in a note.
+1. Use the measurements from the ULB. These are the same kinds of measurements that the original writers used. Spell them in a way that is similar to the way they sound or are spelled in the ULB. (see [Copy or Borrow Words](../translate-transliterate/01.md))
+1. Use the metric measurements given in the UDB. The translators of the UDB have already figured how to represent the amounts in the metric system.
+1. Use measurements that are already used in your language. In order to do this you would need to know how your measurements relate to the metric system and figure out each measurement.
+1. Use the measurements from the ULB and include measurements that your people know in the text or a note.
+1. Use measurements that your people know, and include the measurements from the ULB in the text or in a note.
 
 #### Translation Strategies Applied
 
 The strategies are all applied to Isaiah 5:10 below.
 
-  * **For four hectares of vineyard will yield only one bath, and one homer of seed will yield only an ephah.** (Isaiah 5:10 ULB)
+* **For four hectares of vineyard will yield only one bath, and one homer of seed will yield only an ephah.** (Isaiah 5:10 ULB)
 
 1. Use the measurements from the ULB. These are the same kinds of measurements that the original writers used. Spell them in a way that is similar to the way they sound or are spelled in the ULB. (see [Copy or Borrow Words](../translate-transliterate/01.md))
-  * "For four hektares of vineyard will yield only one <u>bat</u>, and one <u>homer</u> of seed will yield only an <u>efa</u>."
+
+    * "For four hektares of vineyard will yield only one <u>bat</u>, and one <u>homer</u> of seed will yield only an <u>efa</u>."
 
 2. Use the measurements given in the UDB. Usually they are metric measurements. The translators of the UDB have already figured how to represent the amounts in the metric system.
-  * "For four hectares of vineyard will yield only <u>twenty-two liters</u>, and <u>ten baskets</u> of seed will yield only <u>one basket</u>."
-    * "For four hectares of vineyard will yield only <u>twenty-two liters</u> and <u>220 liters</u> of seed will yield only <u>twenty-two liters</u>."
+
+    * "For four hectares of vineyard will yield only <u>twenty-two liters</u>, and <u>ten baskets</u> of seed will yield only <u>one basket</u>."
+        * "For four hectares of vineyard will yield only <u>twenty-two liters</u> and <u>220 liters</u> of seed will yield only <u>twenty-two liters</u>."
 
 3. Use measurements that are already used in your language. In order to do this you would need to know how your measurements relate to the metric system and figure out each measurement.
-  * "For four hectares of vineyard will yield only six gallons, and <u>six and a half bushels</u> of seed will yield only twenty quarts."
+
+    * "For four hectares of vineyard will yield only six gallons, and <u>six and a half bushels</u> of seed will yield only twenty quarts."
 
 4. Use the measurements from the ULB and include measurements that your people know in the text or a note.  The following shows both measurements in the text.
-  * "For four hectares of vineyard will yield only <u>one bath (six gallons)</u>, and <u>one homer (six and a half bushels)</u> of seed will yield only <u>an ephah (twenty quarts)</u>."
+
+    * "For four hectares of vineyard will yield only <u>one bath (six gallons)</u>, and <u>one homer (six and a half bushels)</u> of seed will yield only <u>an ephah (twenty quarts)</u>."
 
 5. Use measurements that your people know, and include the measurements from the ULB in the text or in a note. The following shows the ULB measurements in footnotes.
-  * "For four hectares of vineyard will yield only twenty-two liters<sup>1</sup>, and 220 liters<sup>2</sup> of seed will yield only twenty-two liters<sup>3</sup>." The footnotes would look like: 
-    * <sup>[1]</sup>one bath
-    * <sup>[2]</sup>one homer
-    * <sup>[3]</sup>one ephah
+
+    * "For four hectares of vineyard will yield only twenty-two liters<sup>1</sup>, and 220 liters<sup>2</sup> of seed will yield only twenty-two liters<sup>3</sup>." The footnotes would look like: 
+        * <sup>[1]</sup>one bath
+        * <sup>[2]</sup>one homer
+        * <sup>[3]</sup>one ephah
 
 ### When the unit of measure is implied
 
 Sometimes the Hebrew does not specify a particular unit of volume but only uses a number. In these cases, many English versions, including the ULB and UDB, add the word "measure." 
 
-  * **whenever anyone came to the grainery for <u>twenty measures</u> of grain, there were only <u>ten</u>, and whenever someone came to the wine vat to draw out <u>fifty measures</u> of wine, there were only <u>twenty</u>.** (Haggai 2:16 ULB)
+* **whenever anyone came to the grainery for <u>twenty measures</u> of grain, there were only <u>ten</u>, and whenever someone came to the wine vat to draw out <u>fifty measures</u> of wine, there were only <u>twenty</u>.** (Haggai 2:16 ULB)
 
 #### Translation Strategies
 
-  1. Translate literally by using the number without a unit.
-  1. Use a generic word like "measure" or "quantity" or "amount." 
-  1. Use the name of an appropriate container, such as "basket" for grain or "jar" for wine. 
-  1. Use a unit of measure that you are already using in your translation.
+1. Translate literally by using the number without a unit.
+1. Use a generic word like "measure" or "quantity" or "amount." 
+1. Use the name of an appropriate container, such as "basket" for grain or "jar" for wine. 
+1. Use a unit of measure that you are already using in your translation.
 
 #### Translation Strategies Applied
 
 The strategies are all applied to Haggai 2:16 below.
 
-  * **whenever anyone came to the grainery for <u>twenty measures</u> of grain, there were only <u>ten</u>, and whenever someone came to the wine vat to draw  out <u>fifty measures</u> of wine, there were only <u>twenty</u>.** (Haggai 2:16 ULB)
+* **whenever anyone came to the grainery for <u>twenty measures</u> of grain, there were only <u>ten</u>, and whenever someone came to the wine vat to draw  out <u>fifty measures</u> of wine, there were only <u>twenty</u>.** (Haggai 2:16 ULB)
 
 1. Translate literally by using the number without a unit.
-  * whenever anyone came to the grainery for <u>twenty</u> of grain, there were only <u>ten</u>, and whenever someone came to the wine vat to draw out <u>fifty</u> of wine, there were only <u>twenty</u>.
+
+    * whenever anyone came to the grainery for <u>twenty</u> of grain, there were only <u>ten</u>, and whenever someone came to the wine vat to draw out <u>fifty</u> of wine, there were only <u>twenty</u>.
 
 2. Use a generic word like "measure" or "quantity" or "amount."
-  * whenever anyone came to the grainery for <u>twenty amounts</u> of grain, there were only <u>ten</u>, and whenever someone came to the wine vat to draw out <u>fifty amounts</u> of wine, there were only <u>twenty</u>.
+
+    * whenever anyone came to the grainery for <u>twenty amounts</u> of grain, there were only <u>ten</u>, and whenever someone came to the wine vat to draw out <u>fifty amounts</u> of wine, there were only <u>twenty</u>.
 
 3. Use the name of an appropriate container, such as "basket" for grain or "jar" for wine.
-  * whenever anyone came to the grainery for <u>twenty baskets</u> of grain, there were only <u>ten</u>, and whenever someone came to the wine vat to draw out <u>fifty jars</u> of wine, there were only <u>twenty</u>.
+
+    * whenever anyone came to the grainery for <u>twenty baskets</u> of grain, there were only <u>ten</u>, and whenever someone came to the wine vat to draw out <u>fifty jars</u> of wine, there were only <u>twenty</u>.
 
 4. Use a unit of measure that you are already using in your translation.
-  * whenever anyone came to the grainery for <u>twenty liters</u> of grain, there were only <u>ten liters</u>, and whenever someone came to the wine vat to draw out <u>fifty liters</u> of wine, there were only <u>twenty liters</u>.
\ No newline at end of file
+
+    * whenever anyone came to the grainery for <u>twenty liters</u> of grain, there were only <u>ten liters</u>, and whenever someone came to the wine vat to draw out <u>fifty liters</u> of wine, there were only <u>twenty liters</u>.
+
diff --git a/translate/translate-bweight/01.md b/translate/translate-bweight/01.md
index 12d9ae0..b9faef1 100644
--- a/translate/translate-bweight/01.md
+++ b/translate/translate-bweight/01.md
@@ -14,41 +14,46 @@ The following terms are the most common units of weight in the Bible. The term "
 
 #### Translation Principles
 
-  1. The people in the Bible did not use modern measures such as meters, liters, and kilograms. Using the original measures can help readers know that the Bible really was written long ago in a time when people used those measures.
-  1. Using modern measures can help readers understand the text more easily.
-  1. Whatever measure you use, it would be good, if possible, to tell about the other kind of measure in the text or a footnote.
-  1. If you do not use the Biblical measures, try not to give the readers the idea that the measurements are exact. For example, if you translate one gerah as ".57 grams" readers might think that the measurement is exact. It would be better to say "half a gram."
-  1. Sometimes it can be helpful to use the word "about" to show that a measurement is not exact. For example, 2 Samuel 21:16 says that Goliath's spear weighed 300 shekels. Instead of translating this as "3300 grams" or "3.3 kilograms," it can be translated as "about three and one half kilograms."
-  1. When God tells people how much something should weigh, and when people use those weights, do not say "about" in the translation. Otherwise it will give the impression that God did not care exactly how much the thing should weigh.
+1. The people in the Bible did not use modern measures such as meters, liters, and kilograms. Using the original measures can help readers know that the Bible really was written long ago in a time when people used those measures.
+1. Using modern measures can help readers understand the text more easily.
+1. Whatever measure you use, it would be good, if possible, to tell about the other kind of measure in the text or a footnote.
+1. If you do not use the Biblical measures, try not to give the readers the idea that the measurements are exact. For example, if you translate one gerah as ".57 grams" readers might think that the measurement is exact. It would be better to say "half a gram."
+1. Sometimes it can be helpful to use the word "about" to show that a measurement is not exact. For example, 2 Samuel 21:16 says that Goliath's spear weighed 300 shekels. Instead of translating this as "3300 grams" or "3.3 kilograms," it can be translated as "about three and one half kilograms."
+1. When God tells people how much something should weigh, and when people use those weights, do not say "about" in the translation. Otherwise it will give the impression that God did not care exactly how much the thing should weigh.
 
 ### Translation Strategies
 
-  1. Use the measurements from the ULB. These are the same kinds of measurements that the original writers used. Spell them in a way that is similar to the way they sound or are spelled in the ULB. (see [Copy or Borrow Words](../translate-transliterate/01.md))
-  1. Use the metric measurements given in the UDB. The translators of the UDB have already figured how to represent the amounts in the metric system.
-  1. Use measurements that are already used in your language. In order to do this you would need to know how your measurements relate to the metric system and figure out each measurement.
-  1. Use the measurements from the ULB and include measurements that your people know in the text or a note.
-  1. Use measurements that your people know, and include the measurements from the ULB in the text or in a note.
+1. Use the measurements from the ULB. These are the same kinds of measurements that the original writers used. Spell them in a way that is similar to the way they sound or are spelled in the ULB. (see [Copy or Borrow Words](../translate-transliterate/01.md))
+1. Use the metric measurements given in the UDB. The translators of the UDB have already figured how to represent the amounts in the metric system.
+1. Use measurements that are already used in your language. In order to do this you would need to know how your measurements relate to the metric system and figure out each measurement.
+1. Use the measurements from the ULB and include measurements that your people know in the text or a note.
+1. Use measurements that your people know, and include the measurements from the ULB in the text or in a note.
 
 ### Translation Strategies Applied
 
 The strategies are all applied to Exodus 38:29 below.
 
-  * **The bronze from the offering weighed <u>seventy talents and 2,400 shekels</u>.** (Exodus 38:29 ULB)
+* **The bronze from the offering weighed <u>seventy talents and 2,400 shekels</u>.** (Exodus 38:29 ULB)
 
 1. Use the measurements from the ULB. These are the same kinds of measurements that the original writers used. Spell them in a way that is similar to the way they sound or are spelled in the ULB. (see [Copy or Borrow Words](../translate-transliterate/01.md))
-  * "The bronze from the offering weighed <u>seventy talentes and 2,400 sekeles</u>."
+
+    * "The bronze from the offering weighed <u>seventy talentes and 2,400 sekeles</u>."
 
 2. Use the metric measurements given in the UDB. The translators of the UDB have already figured how to represent the amounts in the metric system.
-  * "The bronze from the offering weighed <u>2,400 kilograms</u>."
+
+    * "The bronze from the offering weighed <u>2,400 kilograms</u>."
 
 3. Use measurements that are already used in your language. In order to do this you would need to know how your measurements relate to the metric system and figure out each measurement.
-  * "The bronze from the offering weighed <u>5,300 pounds</u>."
+
+    * "The bronze from the offering weighed <u>5,300 pounds</u>."
 
 4. Use the measurements from the ULB and include measurements that your people know in the text or a footnote. The following shows both measurements in the text.
-  * "The bronze from the offering weighed <u>seventy talents (2,380 kilograms)</u> and <u>2,400 shekels (26.4 kilograms)</u>."
+
+    * "The bronze from the offering weighed <u>seventy talents (2,380 kilograms)</u> and <u>2,400 shekels (26.4 kilograms)</u>."
 
 5. Use measurements that your people know, and include the measurements from the ULB in the text or in a footnote. The following shows the ULB measurements in notes.
-  * "The bronze from the offering weighed <u>seventy talents and 2,400 shekels</u>.<sup>1</sup>" 
-      * The footnote would look like:
-      
+
+    * "The bronze from the offering weighed <u>seventy talents and 2,400 shekels</u>.<sup>1</sup>" 
+        * The footnote would look like:
+
          <sup>[1]</sup> This was a total of about 2,400 kilograms.
\ No newline at end of file
diff --git a/translate/translate-decimal/01.md b/translate/translate-decimal/01.md
index ec2ba90..03a6e4a 100644
--- a/translate/translate-decimal/01.md
+++ b/translate/translate-decimal/01.md
@@ -26,8 +26,8 @@ In the Unlocked Dynamic Bible (UDB) parts of a number are written as decimals or
 
 #### Reasons this is a translation issue
 
-  * If translators want to use the measures in the UDB, they will need to be able to understand the decimal numbers that are used with them. 
-  * Translators will need to write the numbers in a way that their readers will understand them.
+* If translators want to use the measures in the UDB, they will need to be able to understand the decimal numbers that are used with them. 
+* Translators will need to write the numbers in a way that their readers will understand them.
 
 ### Examples from the Bible
 
@@ -58,10 +58,11 @@ One and a half cubits is about .7 meter or seven tenths of a meter.
 
 1. If you decide to use decimals and the measures in the ULB, you will need to change the fractions in the ULB to decimals.
 
-  * **<u>three tenths of an ephah</u> of fine flour mixed with oil as a grain offering, and <u>one log</u> of oil.** (Leviticus 14:10 ULB)
-      * " <u>0.3 ephah</u> of fine flour mixed with oil as a grain offering, and <u>one log</u> of oil."
+    * **<u>three tenths of an ephah</u> of fine flour mixed with oil as a grain offering, and <u>one log</u> of oil.** (Leviticus 14:10 ULB)
+        * " <u>0.3 ephah</u> of fine flour mixed with oil as a grain offering, and <u>one log</u> of oil."
 
 2. If you decide to use fractions and the measures in the UDB, you will need to change the decimals in the UDB to fractions.
 
-  * **<u>about 6.5 liters</u> of a fine flour offering, mixed with olive oil, to be an offering, and about <u>one third liter</u> of olive oil.** (Leviticus 14:10 UDB)
-      * "<u>about six and a half liters</u> of a fine flour offering, mixed with olive oil, to be an offering, and about <u>one third liter</u> of olive oil."
\ No newline at end of file
+    * **<u>about 6.5 liters</u> of a fine flour offering, mixed with olive oil, to be an offering, and about <u>one third liter</u> of olive oil.** (Leviticus 14:10 UDB)
+        * "<u>about six and a half liters</u> of a fine flour offering, mixed with olive oil, to be an offering, and about <u>one third liter</u> of olive oil."
+
diff --git a/translate/translate-discover/01.md b/translate/translate-discover/01.md
index 29d9d1d..99885f4 100644
--- a/translate/translate-discover/01.md
+++ b/translate/translate-discover/01.md
@@ -3,11 +3,12 @@
 
 There are many different things that we can do to help us to discover the meaning of the text, that is, to make sure that we understand what the text is trying to say. Here are a few suggestions:
 
-   1. Read the whole passage through before you translate it. Understand the main point of the whole passage before you begin to translate it. If it is a narrative passage, such as a story of one of Jesus' miracles, picture the original situation. Imagine you were there. Imagine how people felt.
-   1. When translating the Bible, always use at least two versions of the Bible together as your source text. Comparing two versions will help you to think about the meaning, so that you do not just follow the words of one version literally. The two versions should be:
+1. Read the whole passage through before you translate it. Understand the main point of the whole passage before you begin to translate it. If it is a narrative passage, such as a story of one of Jesus' miracles, picture the original situation. Imagine you were there. Imagine how people felt.
+1. When translating the Bible, always use at least two versions of the Bible together as your source text. Comparing two versions will help you to think about the meaning, so that you do not just follow the words of one version literally. The two versions should be:
 
-      * One version that follows the form of the original language fairly closely, such as the Unlocked Literal Bible (ULB).
-      * One meaning-based version, such as the *Unlocked Dynamic Bible* (UDB).
+    * One version that follows the form of the original language fairly closely, such as the Unlocked Literal Bible (ULB).
+    * One meaning-based version, such as the *Unlocked Dynamic Bible* (UDB).
+
+1. Use the translationWords resources to learn about terms that you are not familiar with. Words sometimes have more than one meaning. Make sure that you have understood the right meaning of the word in the passage.
+1. Also use the translationNotes that are with the ULB Bible. These are available in the translationStudio program and the Door43 website. These will explain things about the passage that may not be clear. If possible, also use other reference books, such as other versions of the Bible, a Bible dictionary, or Bible commentaries.
 
-   1. Use the translationWords resources to learn about terms that you are not familiar with. Words sometimes have more than one meaning. Make sure that you have understood the right meaning of the word in the passage.
-   1. Also use the translationNotes that are with the ULB Bible. These are available in the translationStudio program and the Door43 website. These will explain things about the passage that may not be clear. If possible, also use other reference books, such as other versions of the Bible, a Bible dictionary, or Bible commentaries.
\ No newline at end of file
diff --git a/translate/translate-dynamic/01.md b/translate/translate-dynamic/01.md
index 4f2a82d..91456f2 100644
--- a/translate/translate-dynamic/01.md
+++ b/translate/translate-dynamic/01.md
@@ -3,25 +3,25 @@
 
 We have looked closely at literal translations. Now, we will look at meaning-based translations.  These translations are also called: 
 
-  * meaning-equivalent
-  * idiomatic
-  * dynamic
+* meaning-equivalent
+* idiomatic
+* dynamic
 
 ### Key Characteristic
 
 The key characteristic of meaning-based translations is that they give priority to translating the meaning over reproducing the form of the source text. That is, they **change the form of the text as needed in order to make the meaning clear.**  The most common types of changes that meaning-based translations make are:
 
-  * change word order to match the grammar of the target language
-  * replace foreign grammatical structures with natural ones
-  * change order of reasons or results to match the normal order of the flow of logic in the target language
-  * substitute or explain idioms
-  * explain or translate terms from other languages ("Golgotha" = "place of the skull")
-  * use phrases with simpler words instead of trying to find single word equivalents for difficult or uncommon words in the source text
-  * replace terms that are unknown in the target culture with equivalent terms or descriptions
-  * replace connecting words that the target language does not use with connecting words that the target language needs
-  * substitute target language figures of speech that have the same meaning as the original figures of speech
-  * include implied information that is necessary to understand the meaning of the text
-  * explain unclear phrases or constructions
+* change word order to match the grammar of the target language
+* replace foreign grammatical structures with natural ones
+* change order of reasons or results to match the normal order of the flow of logic in the target language
+* substitute or explain idioms
+* explain or translate terms from other languages ("Golgotha" = "place of the skull")
+* use phrases with simpler words instead of trying to find single word equivalents for difficult or uncommon words in the source text
+* replace terms that are unknown in the target culture with equivalent terms or descriptions
+* replace connecting words that the target language does not use with connecting words that the target language needs
+* substitute target language figures of speech that have the same meaning as the original figures of speech
+* include implied information that is necessary to understand the meaning of the text
+* explain unclear phrases or constructions
 
 ### Examples of Meaning-Based Translations
 
diff --git a/translate/translate-fandm/01.md b/translate/translate-fandm/01.md
index 40061db..0168319 100644
--- a/translate/translate-fandm/01.md
+++ b/translate/translate-fandm/01.md
@@ -3,20 +3,20 @@
 
 Two of the major terms used in translating text are "form" and "meaning." These terms are used in special ways in Bible translation. They have the following definitions:
 
-  * **Form** - The structure of the language as it appears on the page or as it is spoken. "Form" refers to the way that the language is arranged-it includes the words, the word order, the grammar, idioms, and any other features of the structure of the text.
-  * **Meaning** - The underlying idea or concept that the text is trying to communicate to the reader or hearer. A speaker or writer can communicate the same meaning by using different forms of the language, and different people can understand different meanings from hearing or reading the same language form. In this way you can see that form and meaning are not the same thing.
+* **Form** - The structure of the language as it appears on the page or as it is spoken. "Form" refers to the way that the language is arranged-it includes the words, the word order, the grammar, idioms, and any other features of the structure of the text.
+* **Meaning** - The underlying idea or concept that the text is trying to communicate to the reader or hearer. A speaker or writer can communicate the same meaning by using different forms of the language, and different people can understand different meanings from hearing or reading the same language form. In this way you can see that form and meaning are not the same thing.
 
 ### An Example
 
 Let's consider an example from normal life. Suppose a friend sent you the note below:
 
-  * "I am having a very difficult week. My mother was sick and I spent all of my money to take her to the doctor and to buy medicine for her. I do not have anything left. My employer will not pay me until next weekend. I do not know how I am going to make it through the week. I do not even have money to buy food."
+* "I am having a very difficult week. My mother was sick and I spent all of my money to take her to the doctor and to buy medicine for her. I do not have anything left. My employer will not pay me until next weekend. I do not know how I am going to make it through the week. I do not even have money to buy food."
 
 #### The Meaning
 
 Why do you think the friend sent this note? Just to tell you about his week? Probably not. His true intention was more likely to tell you:
 
-  * "I would like you to give me money."
+* "I would like you to give me money."
 
 That is the primary **meaning** of the note that the sender wanted to communicate to you. It is not a report, but a request. However, it would be rude in some cultures to ask for money so directly-even from a friend. Therefore, he adjusted the **form** of the note to fill out the request and help you to understand his need. He wrote in a culturally acceptable way that presented his need for money but did not obligate you to respond. He explained why he had no money (his sick mother), that his need was only temporary (until he is paid), and that his situation was desperate (no food). In other cultures, a more direct form of request might be more appropriate to communicate this meaning.
 
diff --git a/translate/translate-form/01.md b/translate/translate-form/01.md
index a408640..1e6d372 100644
--- a/translate/translate-form/01.md
+++ b/translate/translate-form/01.md
@@ -29,11 +29,11 @@ Someone might say that the meaning contained in this part of the verse is, "I wi
 
 So we need to examine the form of the biblical text and ask ourselves why it has that form and not some other one. What attitude or emotion is it communicating? Other questions that might help us to understand the meaning of the form are: 
 
-  * Who wrote it?
-  * Who received it?
-  * In what situation was it written?
-  * Which words and phrases were chosen and why?
-  * Are the words very emotional words, or is there anything special about the order of the words?
+* Who wrote it?
+* Who received it?
+* In what situation was it written?
+* Which words and phrases were chosen and why?
+* Are the words very emotional words, or is there anything special about the order of the words?
 
 When we understand the meaning of the form, then we can choose a form that has that same meaning in the target language and culture.
 
diff --git a/translate/translate-formatsignals/01.md b/translate/translate-formatsignals/01.md
index 00ceb6a..d6fae01 100644
--- a/translate/translate-formatsignals/01.md
+++ b/translate/translate-formatsignals/01.md
@@ -24,7 +24,7 @@ In Mark 11:31-33, the ellipsis mark shows that either the religious leaders did
 >Then two men will be in a field**—**one will be taken, and one will be left behind. Two women will be grinding with a mill**—**one will be taken, and one will be left. Therefore be on your guard, for you do not know on what day your Lord will come. (Matthew 24:40-41 ULB)
 
 #### Parentheses
- 
+
 **Definition** - Parentheses "( )"  show that some information is an explanation or afterthought.
 
 It is background information that the writer put in that place to help the reader understand the material around it.
@@ -38,7 +38,7 @@ The words in the parentheses below are not what Jesus was saying, but what Matth
 >"Therefore, when you see the abomination of desolation, which was spoken of by Daniel the prophet, standing in the holy place" **(**<u>let the reader understand</u>**)**, "let those who are in Judea flee to the mountains, let him who is on the housetop not go down to take out anything that is in his house, 18and let him who is in the field not return to take his cloak."  (Matthew 24:15-18 ULB)
 
 ####  Indentation
- 
+
 **Definition** - When text is indented, it means that the line of text starts further to the right than the lines of text above and below it that are not indented.
 
 This is done for poetry and some lists, to show that the indented lines form a part of the non-indented line above them. For example:
diff --git a/translate/translate-fraction/01.md b/translate/translate-fraction/01.md
index 60ff393..0fc2df5 100644
--- a/translate/translate-fraction/01.md
+++ b/translate/translate-fraction/01.md
@@ -9,7 +9,7 @@ A hin is a container used for measuring wine and other liquids. They were to thi
 ><u>a third</u> of the ships were destroyed. (Revelation 8:9 ULB) 
 
 There were many ships. If all those ships were divided into three equal groups of ships, one group of ships was destroyed.  
- 
+
 Most fractions in English simply have "-th" added to the end of the number. 
 
 | Number of parts the whole is divided into | Fraction  |
@@ -19,7 +19,7 @@ Most fractions in English simply have "-th" added to the end of the number.
 | one hundred | one hundredth |
 | one thousand | one thousandth |
 
- 
+
 Some fractions in English do not follow that pattern. 
 
 | Number of parts the whole is divided into | Fraction  |
@@ -29,9 +29,9 @@ Some fractions in English do not follow that pattern.
 | five | fifth |
 
 
- 
+
 **Reason this is a translation issue:** Some languages do not use fractions. They may simply talk about parts or groups, but they do not use fractions to tell how big a part is or how many are included in a group. 
- 
+
 ### Examples From the Bible
 
 >Now to <u>one half</u> of the tribe of Manasseh, Moses had given an inheritance in Bashan, but to the other <u>half</u>, Joshua gave an inheritance beside their brothers in the land west of the Jordan.  (Joshua 22:7 ULB) 
@@ -48,29 +48,30 @@ They were to imagine dividing a hin of wine into four equal parts and prepare th
 
 If a fraction in your language would give the right meaning, consider using it. If not, you could consider these strategies.
 
-  1. Tell the number of parts or groups that the item would be divided into, and then tell the number of parts or groups that is being referred to. 
-  1. For measurements such as for weight and length, use a unit that your people might know or the unit in the UDB. 
-  1. For measurements, use ones that are used in your language. In order to do that you would need to know how your measurements relates to the metric system and figure out each measurement. 
+1. Tell the number of parts or groups that the item would be divided into, and then tell the number of parts or groups that is being referred to. 
+1. For measurements such as for weight and length, use a unit that your people might know or the unit in the UDB. 
+1. For measurements, use ones that are used in your language. In order to do that you would need to know how your measurements relates to the metric system and figure out each measurement. 
 
 ### Examples of These Translation Strategies Applied
 
 1. Tell the number of parts or groups that the item would be divided into, and then tell the number of parts or groups that is being referred to. 
 
-  * **<u>A third</u> of the ocean became red like blood**  (Revelation 8:8 ULB) 
-      * It was like they <u>divided</u> the ocean <u>into three parts</u>, and <u>one part</u> of the ocean became blood.
+    * **<u>A third</u> of the ocean became red like blood**  (Revelation 8:8 ULB) 
+        * It was like they <u>divided</u> the ocean <u>into three parts</u>, and <u>one part</u> of the ocean became blood.
 
-  * **then you must offer with the bull a grain offering of <u>three tenths</u> of an ephah of fine flour mixed with <u>half a hin</u> of oil.**  (Numbers 15:9 ULB)
-      * ... then you must <u>divide</u> an ephah of fine flour <u>into ten parts</u> and <u>divide</u> a hin of oil <u>into two parts</u>. Then mix <u>three of those parts</u> of the flour with <u>one of the parts</u> of oil. Then you must offer that grain offering along with the bull. 
+    * **then you must offer with the bull a grain offering of <u>three tenths</u> of an ephah of fine flour mixed with <u>half a hin</u> of oil.**  (Numbers 15:9 ULB)
+        * ... then you must <u>divide</u> an ephah of fine flour <u>into ten parts</u> and <u>divide</u> a hin of oil <u>into two parts</u>. Then mix <u>three of those parts</u> of the flour with <u>one of the parts</u> of oil. Then you must offer that grain offering along with the bull. 
 
 2. For measurements, use the measurements that are given in the UDB. The translators of the UDB have already figured how to represent the amounts in the metric system. 
 
-  * **<u>two thirds of a shekel</u>**  (1 Samuel 13:21 ULB)
-      * <u>eight grams</u> of silver (1 Samuel 13:21 UDB)  
+    * **<u>two thirds of a shekel</u>**  (1 Samuel 13:21 ULB)
+        * <u>eight grams</u> of silver (1 Samuel 13:21 UDB)  
 
-  * **<u>three tenths of an ephah</u> of fine flour mixed with <u>half a hin</u> of oil.**  (Numbers 15:9 ULB) 
-      * <u>six and one-half liters</u> of finely ground flour mixed with <u>two liters</u> of olive oil. (Numbers 15:9 UDB) 
+    * **<u>three tenths of an ephah</u> of fine flour mixed with <u>half a hin</u> of oil.**  (Numbers 15:9 ULB) 
+        * <u>six and one-half liters</u> of finely ground flour mixed with <u>two liters</u> of olive oil. (Numbers 15:9 UDB) 
 
 3. For measurements, use ones that are used in your language. In order to do that you would need to know how your measurements relates to the metric system and figure out each measurement. 
 
-   * **<u>three tenths of an ephah</u> of fine flour mixed with <u>half a hin</u> of oil.**  (Numbers 15:9, ULB)
-       * <u>six quarts</u> of fine flour mixed with <u>two quarts</u> of oil.
\ No newline at end of file
+    * **<u>three tenths of an ephah</u> of fine flour mixed with <u>half a hin</u> of oil.**  (Numbers 15:9, ULB)
+        * <u>six quarts</u> of fine flour mixed with <u>two quarts</u> of oil.
+
diff --git a/translate/translate-hebrewmonths/01.md b/translate/translate-hebrewmonths/01.md
index eefe6ad..ad14681 100644
--- a/translate/translate-hebrewmonths/01.md
+++ b/translate/translate-hebrewmonths/01.md
@@ -56,17 +56,25 @@ You may need to make some information about the months explicit. (see [Assumed K
 
 The examples below use these two verses.
 
-  * **At that time, you will appear before me in <u>the month of Abib</u>, which is fixed for this purpose. It was in this month that you came out from Egypt.** (Exodus 23:15 ULB)
-  * **It will always be a statute for you that in <u>the seventh month, on the tenth day of the month,</u> you must humble yourselves and do no work.** (Leviticus 16:29 ULB)
+* **At that time, you will appear before me in <u>the month of Abib</u>, which is fixed for this purpose. It was in this month that you came out from Egypt.** (Exodus 23:15 ULB)
+* **It will always be a statute for you that in <u>the seventh month, on the tenth day of the month,</u> you must humble yourselves and do no work.** (Leviticus 16:29 ULB)
 
 1. Tell the number of the Hebrew month.
-  * At that time, you will appear before me in <u>the first month of the year</u>, which is fixed for this purpose. It was in this month that you came out from Egypt.
+
+    * At that time, you will appear before me in <u>the first month of the year</u>, which is fixed for this purpose. It was in this month that you came out from Egypt.
+
 1. Use the months that people know. 
-  * At that time, you will appear before me in <u>the month of March</u>, which is fixed for this purpose. It was in this month that you came out from Egypt.
-  *  It will always be a statute for you that <u>on the day I choose in late September</u> you must humble yourselves and do no work." 
+
+    * At that time, you will appear before me in <u>the month of March</u>, which is fixed for this purpose. It was in this month that you came out from Egypt.
+    * It will always be a statute for you that <u>on the day I choose in late September</u> you must humble yourselves and do no work." 
+
 1. State clearly what season the month occurred in.
-  * It will always be a statute for you that <u>in the autumn, on the tenth day of the seventh month,</u> you must humble yourselves and do no work.
+
+    * It will always be a statute for you that <u>in the autumn, on the tenth day of the seventh month,</u> you must humble yourselves and do no work.
+
 1. Refer to the time in terms of the season rather than in terms of the month. 
-  * It will always be a statute for you that in <u>the day I choose in early autumn</u><sup>1</sup> you must humble yourselves and do no work.
-      * The footnote would look like:
-  * <sup>[1]</sup>The Hebrew says, "the seventh month, on the tenth day of the month."
\ No newline at end of file
+
+    * It will always be a statute for you that in <u>the day I choose in early autumn</u><sup>1</sup> you must humble yourselves and do no work.
+        * The footnote would look like:
+    * <sup>[1]</sup>The Hebrew says, "the seventh month, on the tenth day of the month."
+
diff --git a/translate/translate-levels/01.md b/translate/translate-levels/01.md
index 833e8d1..8fe0c47 100644
--- a/translate/translate-levels/01.md
+++ b/translate/translate-levels/01.md
@@ -5,24 +5,24 @@ A good translation requires that the meaning be the same in the target language
 
 There are many different levels of meaning in any text, including the Bible. These levels include: 
 
-  * Meaning of words
-  * Meaning of phrases
-  * Meaning of sentences
-  * Meaning of paragraphs
-  * Meaning of chapters
-  * Meaning of books
+* Meaning of words
+* Meaning of phrases
+* Meaning of sentences
+* Meaning of paragraphs
+* Meaning of chapters
+* Meaning of books
 
 ### Words Have Meaning
 
 We are used to thinking that the meaning of a text is in the words. But this meaning is controlled by the context that each word is in. That is, the meaning of the individual words is controlled by the levels above it, including the phrases, sentences, and paragraphs. For example, a single word like "give" may have the following possible meanings, depending on the context (the higher levels):
 
-  * to grant a gift
-  * to collapse or break
-  * to surrender
-  * to quit
-  * to concede
-  * to supply
-  * etc.
+* to grant a gift
+* to collapse or break
+* to surrender
+* to quit
+* to concede
+* to supply
+* etc.
 
 ### Building the Larger Meaning
 
diff --git a/translate/translate-literal/01.md b/translate/translate-literal/01.md
index 4f08657..b9d9cc7 100644
--- a/translate/translate-literal/01.md
+++ b/translate/translate-literal/01.md
@@ -7,9 +7,9 @@ Literal translations try to reproduce, as far as possible, the form of the sourc
 
 Literal translations are also called:
 
-  * form-based
-  * word-for-word
-  * modified literal
+* form-based
+* word-for-word
+* modified literal
 
 #### Form Over Meaning
 
@@ -19,14 +19,14 @@ A literal translation is one that focuses on reproducing the form of the source
 
 Literal translations usually contain the following problems: 
 
-  * foreign words that are not understood by the target audience
-  * word order that is strange or awkward in the target language
-  * idioms that are not used or understood in the target language
-  * names of objects that do not exist in the target culture
-  * descriptions of customs that are not understood in the target culture
-  * paragraphs that have no logical connections in the target language
-  * stories and explanations that do not make sense in the target language
-  * implied information is left out that is necessary for understanding the intended meaning
+* foreign words that are not understood by the target audience
+* word order that is strange or awkward in the target language
+* idioms that are not used or understood in the target language
+* names of objects that do not exist in the target culture
+* descriptions of customs that are not understood in the target culture
+* paragraphs that have no logical connections in the target language
+* stories and explanations that do not make sense in the target language
+* implied information is left out that is necessary for understanding the intended meaning
 
 #### When to Translate Literally
 
diff --git a/translate/translate-manual/01.md b/translate/translate-manual/01.md
index 0578138..c9a9e8c 100644
--- a/translate/translate-manual/01.md
+++ b/translate/translate-manual/01.md
@@ -6,7 +6,8 @@ This manual teaches translation theory and how to make a good translation for Ot
 
 Some highlights in the Translation Manual:
 
-  * [The Qualities of a Good Translation](../guidelines-intro/01.md) - defining a good translation
-  * [The Translation Process](../translate-process/01.md) - how to achieve a good translation
-  * [Choosing a Translation Team](../choose-team/01.md) - some items to consider before starting a translation project
-  * [Choosing What to Translate](../translation-difficulty/01.md) - what to start translating
\ No newline at end of file
+* [The Qualities of a Good Translation](../guidelines-intro/01.md) - defining a good translation
+* [The Translation Process](../translate-process/01.md) - how to achieve a good translation
+* [Choosing a Translation Team](../choose-team/01.md) - some items to consider before starting a translation project
+* [Choosing What to Translate](../translation-difficulty/01.md) - what to start translating
+
diff --git a/translate/translate-more/01.md b/translate/translate-more/01.md
index d8c2a5a..3604435 100644
--- a/translate/translate-more/01.md
+++ b/translate/translate-more/01.md
@@ -2,7 +2,7 @@
 Translation is a process performed between different languages that requires a person (the translator) to understand the meaning that a writer or speaker intended to communicate to an original audience in the source language, and then to express that same meaning to a different audience in the target language.
 
 #### Why do people translate texts? 
- 
+
 Translators in general have different reasons for doing their work. Their reasons depend on the kind of document they are translating, and on the needs of the person who has asked them to translate it. In the case of Bible translation, people usually do their work because they want the Bible's ideas to affect the target language readers in the same way that the original readers and hearers of the biblical texts were affected. Because God's ideas in the Bible lead us to eternal life with him through Jesus Christ, translators also want the target language readers to know his ideas.
 
 #### How do we as Bible translators usually expect to represent the biblical ideas? 
diff --git a/translate/translate-names/01.md b/translate/translate-names/01.md
index 9de5a37..16759d5 100644
--- a/translate/translate-names/01.md
+++ b/translate/translate-names/01.md
@@ -16,10 +16,11 @@ Here the writer uses the name "Melchizedek" primarily to refer to a man who had
 Here the writer explains the meanings of Melchizedek's name and title, because those things tell us more about the person. Other times, the writer does not explain the meaning of a name because he expects the reader to already know the meaning. If the meaning of the name is important to understand the passage, you can include the meaning in the text or in a footnote.
 
 ### Reasons this is a translation issue
-  * Readers may not know some of the names in the Bible. They may not know whether a name refers to a person or place or something else. 
-  * Readers may need to understand the meaning of a name in order to understand the passage. 
-  * Some names may have different sounds or combinations of sounds that are not used in your language or are unpleasant to say in your language. For strategies to address this problem, see [Borrow Words](../translate-transliterate/01.md).
-  * Some people and places in the Bible have two names. Readers may not realize that two names refer to the same person or place.
+
+* Readers may not know some of the names in the Bible. They may not know whether a name refers to a person or place or something else. 
+* Readers may need to understand the meaning of a name in order to understand the passage. 
+* Some names may have different sounds or combinations of sounds that are not used in your language or are unpleasant to say in your language. For strategies to address this problem, see [Borrow Words](../translate-transliterate/01.md).
+* Some people and places in the Bible have two names. Readers may not realize that two names refer to the same person or place.
 
 ### Examples from the Bible
 
@@ -44,50 +45,51 @@ Readers may not know that the names Saul and Paul refer to the same person.
 
 ### Translation Strategies
 
-  1. If readers cannot easily understand from the context what kind of a thing a name refers to, you can add a word to clarify it.
-  1. If readers need to understand the meaning of a name in order to understand what is said about it, copy the name and tell about its meaning either in the text or in a footnote.
-  1. Or if readers need to understand the meaning of a name in order to understand what is said about it, and that name is used only once, translate the meaning of the name instead of copying the name.
-  1. If a person or place has two different names, use one name most of the time and the other name only when the text tells about the person or place having more than one name or when it says something about why the person or place was given that name. Write a footnote when the source text uses the name that is used less frequently.
-  1. Or if a person or place has two different names, then use whatever name is given in the source text, and add a footnote that gives the other name.
+1. If readers cannot easily understand from the context what kind of a thing a name refers to, you can add a word to clarify it.
+1. If readers need to understand the meaning of a name in order to understand what is said about it, copy the name and tell about its meaning either in the text or in a footnote.
+1. Or if readers need to understand the meaning of a name in order to understand what is said about it, and that name is used only once, translate the meaning of the name instead of copying the name.
+1. If a person or place has two different names, use one name most of the time and the other name only when the text tells about the person or place having more than one name or when it says something about why the person or place was given that name. Write a footnote when the source text uses the name that is used less frequently.
+1. Or if a person or place has two different names, then use whatever name is given in the source text, and add a footnote that gives the other name.
 
 ### Examples of Translation Strategies Applied
 
 1. If readers cannot easily understand from the context what kind of a thing a name refers to, you can add a word to clarify it.
 
-  * **You went over the <u>Jordan</u> and came to <u>Jericho</u>. The leaders of Jericho fought against you, along with the <u>Amorites</u>** (Joshua 24:11 ULB) 
-      * You went over the <u>Jordan River</u> and came to the <u>city of Jericho</u>. The leaders of Jericho fought against you, along with <u>the tribe of the Amorites</u>
+    * **You went over the <u>Jordan</u> and came to <u>Jericho</u>. The leaders of Jericho fought against you, along with the <u>Amorites</u>** (Joshua 24:11 ULB) 
+        * You went over the <u>Jordan River</u> and came to the <u>city of Jericho</u>. The leaders of Jericho fought against you, along with <u>the tribe of the Amorites</u>
 
-  * **Shortly after, some Pharisees came and said to him, "Go and leave here because <u>Herod</u> wants to kill you."** (Luke 13:31 ULB) 
-      * Shortly after, some Pharisees came and said to him, "Go and leave here because <u>King Herod</u> wants to kill you.
+    * **Shortly after, some Pharisees came and said to him, "Go and leave here because <u>Herod</u> wants to kill you."** (Luke 13:31 ULB) 
+        * Shortly after, some Pharisees came and said to him, "Go and leave here because <u>King Herod</u> wants to kill you.
 
 2. If readers need to understand the meaning of a name in order to understand what is said about it, copy the name and tell about its meaning either in the text or in a footnote.
 
-  * **She named him <u>Moses</u> and said, "Because I drew him from the water."** (Exodus 2:11 ULB)
-      * She named him <u>Moses, which sounds like 'drawn out,'</u> and said, "Because I drew him from the water." 
+    * **She named him <u>Moses</u> and said, "Because I drew him from the water."** (Exodus 2:11 ULB)
+        * She named him <u>Moses, which sounds like 'drawn out,'</u> and said, "Because I drew him from the water." 
 
-3.  Or if readers need to understand the meaning of a name in order to understand what is said about it, and that name is used only once, translate the meaning of the name instead of copying the name.
+3. Or if readers need to understand the meaning of a name in order to understand what is said about it, and that name is used only once, translate the meaning of the name instead of copying the name.
 
-  * **... she said, "Do I really continue to see, even after he has seen me?" Therefore the well was called <u>Beerlahairoi</u>;** (Genesis 16:13-14 ULB) 
-      * ... she said, "Do I really continue to see, even after he has seen me?" Therefore the well was called <u>Well of the Living One who sees me</u>;
+    * **... she said, "Do I really continue to see, even after he has seen me?" Therefore the well was called <u>Beerlahairoi</u>;** (Genesis 16:13-14 ULB) 
+        * ... she said, "Do I really continue to see, even after he has seen me?" Therefore the well was called <u>Well of the Living One who sees me</u>;
 
 4. If a person or place has two different names, use one name most of the time and the other name only when the text tells about the person or place having more than one name or when it says something about why the person or place was given that name. Write a footnote when the source text uses the name that is used less frequently. For example, Paul is called "Saul" before Acts 13 and "Paul" after Acts 13. You could translate his name as "Paul" all of the time, except in Acts 13:9 where it talks about him having both names. 
 
-  * **... a young man named <u>Saul</u>** (Acts 7:58 ULB) 
-      * ... a young man named <u>Paul</u><sup>1</sup> The footnote would look like:
-          * <sup>[1]</sup>Most versions say Saul here, but most of the time in the Bible he is called Paul.
+    * **... a young man named <u>Saul</u>** (Acts 7:58 ULB) 
+        * ... a young man named <u>Paul</u><sup>1</sup> The footnote would look like:
+            * <sup>[1]</sup>Most versions say Saul here, but most of the time in the Bible he is called Paul.
 
-  * **But <u>Saul</u>, who is also called <u>Paul</u>, was filled with the Holy Spirit;** (Acts 13:9)
-      * But <u>Saul</u>, who is also called <u>Paul</u>, was filled with the Holy Spirit;
+    * **But <u>Saul</u>, who is also called <u>Paul</u>, was filled with the Holy Spirit;** (Acts 13:9)
+        * But <u>Saul</u>, who is also called <u>Paul</u>, was filled with the Holy Spirit;
 
 5. Or if a person or place has two names, use whatever name is given in the source text, and add a footnote that gives the other name. For example, you could write "Saul" where the source text has "Saul" and "Paul" where the source text has "Paul." 
 
-  * **a young man named <u>Saul</u>** (Acts 7:58 ULB) 
-      * a young man named <u>Saul</u>   The footnote would look like:
-          * <sup>[1]</sup>This is the same man who is called Paul beginning in Acts 13.
+    * **a young man named <u>Saul</u>** (Acts 7:58 ULB) 
+        * a young man named <u>Saul</u>   The footnote would look like:
+            * <sup>[1]</sup>This is the same man who is called Paul beginning in Acts 13.
 
-  * **But <u>Saul</u>, who is also called <u>Paul</u>, was filled with the Holy Spirit;** (Acts 13:9)
-      * But <u>Saul</u>, who is also called <u>Paul</u>, was filled with the Holy Spirit;
+    * **But <u>Saul</u>, who is also called <u>Paul</u>, was filled with the Holy Spirit;** (Acts 13:9)
+        * But <u>Saul</u>, who is also called <u>Paul</u>, was filled with the Holy Spirit;
+
+    * **It came about in Iconium that <u>Paul</u> and Barnabas entered together into the synagogue** (Acts 14:1 ULB)
+        * It came about in Iconium that <u>Paul</u><sup>1</sup> and Barnabas entered together into the synagogue   The footnote would look like:
+            * <sup>[1]</sup>This is the man that was called Saul before Acts 13.
 
-  * **It came about in Iconium that <u>Paul</u> and Barnabas entered together into the synagogue** (Acts 14:1 ULB)
-      * It came about in Iconium that <u>Paul</u><sup>1</sup> and Barnabas entered together into the synagogue   The footnote would look like:
-          * <sup>[1]</sup>This is the man that was called Saul before Acts 13.
\ No newline at end of file
diff --git a/translate/translate-numbers/01.md b/translate/translate-numbers/01.md
index e413752..66604ce 100644
--- a/translate/translate-numbers/01.md
+++ b/translate/translate-numbers/01.md
@@ -1,5 +1,5 @@
 
- 
+
 ### Description
 
 There are many numbers in the Bible. They can be written as words, such as "five" or as numerals, such as "5." Some numbers are very large, such as "two hundred" (200), "twenty-two thousand" (22,000), or "one hundred million" (100,000,000.) Some languages do not have words for all of these numbers. Translators need to decide how to translate numbers and whether to write them as words or numerals. 
@@ -16,8 +16,8 @@ Here the number three thousand is a round number. It may have been a little more
 
 #### Translation Principles
 
-  * Exact numbers should be translated as closely and specifically as they can be.
-  * Rounded numbers can be translated more generally. 
+* Exact numbers should be translated as closely and specifically as they can be.
+* Rounded numbers can be translated more generally. 
 
 ### Examples from the Bible
 
@@ -30,11 +30,11 @@ This is a rounded number. It does not say exactly how many descendants she shoul
 
 ### Translation Strategies
 
-  1. Write numbers using numerals.
-  1. Write numbers using your language's words or the gateway language words for those numbers.
-  1. Write numbers using words, and put the numerals in parenthesis after them.
-  1. Combine words for large numbers.
-  1. Use a very general expression for very large rounded numbers and write the numeral in parentheses afterward.
+1. Write numbers using numerals.
+1. Write numbers using your language's words or the gateway language words for those numbers.
+1. Write numbers using words, and put the numerals in parenthesis after them.
+1. Combine words for large numbers.
+1. Use a very general expression for very large rounded numbers and write the numeral in parentheses afterward.
 
 ### Examples of Translation Strategies Applied
 
@@ -43,34 +43,34 @@ We will use the following verse in our examples:
 
 2. Write numbers using numerals.
 
-  * I have prepared for Yahweh's house <u>100,000</u> talents of gold, <u>1,000,000</u> talents of silver, and bronze and iron in large quantities.
+    * I have prepared for Yahweh's house <u>100,000</u> talents of gold, <u>1,000,000</u> talents of silver, and bronze and iron in large quantities.
 
 3. Write numbers using your language's words or the gateway language words for those numbers.
 
-  * I have prepared for Yahweh's house <u>one hundred thousand</u> talents of gold, <u>one million</u> talents of silver, and bronze and iron in large quantities.
+    * I have prepared for Yahweh's house <u>one hundred thousand</u> talents of gold, <u>one million</u> talents of silver, and bronze and iron in large quantities.
 
 4. Write numbers using words, and put the numerals in parenthesis after them.
 
-  * I have prepared for Yahweh's house one <u>hundred thousand (100,000)</u> talents of gold, <u>one million (1,000,000)</u> talents of silver, and bronze and iron in large quantities.
+    * I have prepared for Yahweh's house one <u>hundred thousand (100,000)</u> talents of gold, <u>one million (1,000,000)</u> talents of silver, and bronze and iron in large quantities.
 
 5. Combine words for large numbers. 
 
-   * I have prepared for Yahweh's house <u>one hundred thousand</u> talents of gold, <u>a thousand thousand</u> talents of silver, and bronze and iron in large quantities.  
+    * I have prepared for Yahweh's house <u>one hundred thousand</u> talents of gold, <u>a thousand thousand</u> talents of silver, and bronze and iron in large quantities.  
 
 6. Use a very general expression for very large rounded numbers and write the numeral in parentheses afterward.
 
-  * I have prepared for Yahweh's house <u>a great amount of gold (100,000 talents)</u>, <u>ten times that amount of silver (1,000,000 talents)</u>, and bronze and iron in large quantities. 
+    * I have prepared for Yahweh's house <u>a great amount of gold (100,000 talents)</u>, <u>ten times that amount of silver (1,000,000 talents)</u>, and bronze and iron in large quantities. 
 
 #### Consistency
 
 Be consistent in your translations. Decide how the numbers will be translated, using numbers or numerals. There are different ways of being consistent. 
 
-  * Use words to represent numbers all of the time. (You might have very long words.)  
-  * Use numerals to represent numbers all of the time. 
-  * Use words to represent the numbers that your language has words for and use numerals for the numbers that your language does not have words for. 
-  * Use words for low numbers and numerals for high numbers. 
-  * Use words for numbers that require few words and numerals for numbers that require more than a few words. 
-  * Use words to represent numbers, and write the numerals in parentheses after them. 
+* Use words to represent numbers all of the time. (You might have very long words.)  
+* Use numerals to represent numbers all of the time. 
+* Use words to represent the numbers that your language has words for and use numerals for the numbers that your language does not have words for. 
+* Use words for low numbers and numerals for high numbers. 
+* Use words for numbers that require few words and numerals for numbers that require more than a few words. 
+* Use words to represent numbers, and write the numerals in parentheses after them. 
 
 #### Consistency in the ULB and UDB
 
diff --git a/translate/translate-ordinal/01.md b/translate/translate-ordinal/01.md
index 9dc2841..6dda0c5 100644
--- a/translate/translate-ordinal/01.md
+++ b/translate/translate-ordinal/01.md
@@ -19,7 +19,7 @@ Most ordinal numbers in English simply have  "-th" added to the end.
 | 100 | one hundred |  one hundredth | 
 | 1,000| one thousand |  one thousandth | 
 
- 
+
 Some ordinal numbers in English do not follow that pattern. 
 
 | Numeral | Number  | Ordinal Number  |
@@ -29,7 +29,7 @@ Some ordinal numbers in English do not follow that pattern.
 | 3 | three |  third | 
 | 5 | five | fifth | 
 | 12 | twelve | twelfth |
- 
+
 #### Reason this is a translation issue: 
 
 Some languages do not have special numbers for showing the order of items in a list. There are different ways to deal with this. 
@@ -48,21 +48,23 @@ This describes four rows of stones. The first row is probably the top row, and t
 
 If your language has ordinal numbers and using them would give the right meaning, consider using them. If not, here are some strategies to consider:
 
-  1. Use "one" with the first item and "another" or "the next" with the rest. 
-  1. Tell the total number of items and then list them or the things associated with them.
+1. Use "one" with the first item and "another" or "the next" with the rest. 
+1. Tell the total number of items and then list them or the things associated with them.
 
 ### Examples of Translation Strategies Applied
 
-1.) Tell the total number of items, and use "one" with the first item and "another" or "the next" with the rest. 
+1. Tell the total number of items, and use "one" with the first item and "another" or "the next" with the rest. 
 
-* **The first lot went to Jehoiarib, the second to Jedaiah,  the third to Harim, the fourth to Seorim, … the twenty-third to Delaiah,  and the twenty-fourth to Maaziah.**  (1 Chronicles 24:7-18 ULB)
-      * There were <u>twenty-four</u> lots. <u>One lot</u> went to Jehoiarib, <u>another</u> to Jedaiah, <u>another</u>  to Harim,…  <u>another</u> to Delaiah, <u>and the last</u> went to Maaziah.
-      * There were <u>twenty-four</u> lots. <u>One lot</u> went to Jehoiarib, <u>the next</u> to Jedaiah, <u>the next</u>  to Harim,…  <u>the next</u> to Delaiah, <u>and the last</u> went to Maaziah.
+    * **The first lot went to Jehoiarib, the second to Jedaiah,  the third to Harim, the fourth to Seorim, … the twenty-third to Delaiah,  and the twenty-fourth to Maaziah.**  (1 Chronicles 24:7-18 ULB)
+        * There were <u>twenty-four</u> lots. <u>One lot</u> went to Jehoiarib, <u>another</u> to Jedaiah, <u>another</u>  to Harim,…  <u>another</u> to Delaiah, <u>and the last</u> went to Maaziah.
+        * There were <u>twenty-four</u> lots. <u>One lot</u> went to Jehoiarib, <u>the next</u> to Jedaiah, <u>the next</u>  to Harim,…  <u>the next</u> to Delaiah, <u>and the last</u> went to Maaziah.
 
-* **A river went out of Eden to water the garden. From there it divided and became <u>four</u> rivers. The name of <u>the first</u> is Pishon. It is the one which flows throughout the whole land of Havilah, where there is gold. The gold of that land is good. There is also bdellium and the onyx stone there. The name of <u>the second</u> river is Gihon. This one flows throughout the whole land of Cush.  The name of <u>the third</u> river is Tigris, which flows east of Asshur. <u>The fourth</u> river is the Euphrates.** (Genesis 2:10-14 ULB)
-      * A river went out of Eden to water the garden. From there it divided and became <u>four</u> rivers. The name of <u>one</u> is Pishon. It is the one which flows throughout the whole land of Havilah, where there is gold. The gold of that land is good. There is also bdellium and the onyx stone there. The name of <u>the next</u> river is Gihon. This one flows throughout the whole land of Cush.  The name of <u>the next</u> river is Tigris, which flows east of Asshur. The <u>last</u> river is the Euphrates.
+    * **A river went out of Eden to water the garden. From there it divided and became <u>four</u> rivers. The name of <u>the first</u> is Pishon. It is the one which flows throughout the whole land of Havilah, where there is gold. The gold of that land is good. There is also bdellium and the onyx stone there. The name of <u>the second</u> river is Gihon. This one flows throughout the whole land of Cush.  The name of <u>the third</u> river is Tigris, which flows east of Asshur. <u>The fourth</u> river is the Euphrates.** (Genesis 2:10-14 ULB)
+        * A river went out of Eden to water the garden. From there it divided and became <u>four</u> rivers. The name of <u>one</u> is Pishon. It is the one which flows throughout the whole land of Havilah, where there is gold. The gold of that land is good. There is also bdellium and the onyx stone there. The name of <u>the next</u> river is Gihon. This one flows throughout the whole land of Cush.  The name of <u>the next</u> river is Tigris, which flows east of Asshur. The <u>last</u> river is the Euphrates.
+
+2. Tell the total number of items and then list them or the things associated with them.
+
+    * **The first lot went to Jehoiarib, the second to Jedaiah, the third to Harim, the fourth to Seorim, … the twenty-third to Delaiah, and the twenty-fourth to Maaziah.** (1 Chronicles 24:7-18 ULB)
+        * They cast <u>twenty-four</u> lots. The lots went to Jerhoiarib, Jedaiah, Harim, Seorim, … Delaiah, and Maaziah.
 
-2.) Tell the total number of items and then list them or the things associated with them.
 
-* **The first lot went to Jehoiarib, the second to Jedaiah, the third to Harim, the fourth to Seorim, … the twenty-third to Delaiah, and the twenty-fourth to Maaziah.** (1 Chronicles 24:7-18 ULB)
-      * They cast <u>twenty-four</u> lots. The lots went to Jerhoiarib, Jedaiah, Harim, Seorim, … Delaiah, and Maaziah.
\ No newline at end of file
diff --git a/translate/translate-process/01.md b/translate/translate-process/01.md
index 2075b0c..41de1ce 100644
--- a/translate/translate-process/01.md
+++ b/translate/translate-process/01.md
@@ -3,7 +3,8 @@
 
 There are two things to do in translation:
 
-  1. Discover the meaning in the source language text (See: [Discover the Meaning of the Text](../translate-discover/01.md))
-  1. Re-tell the meaning in the target language translation (See: [Re-telling the Meaning](../translate-retell/01.md))
+1. Discover the meaning in the source language text (See: [Discover the Meaning of the Text](../translate-discover/01.md))
+1. Re-tell the meaning in the target language translation (See: [Re-telling the Meaning](../translate-retell/01.md))
+
 Instructions for translation sometimes divide these two things into smaller steps. The graphic below shows how these two fit into the translation process. 
 ![](https://cdn.door43.org/ta/jpg/translation_process.png)
\ No newline at end of file
diff --git a/translate/translate-retell/01.md b/translate/translate-retell/01.md
index 3c89c77..50684a0 100644
--- a/translate/translate-retell/01.md
+++ b/translate/translate-retell/01.md
@@ -3,14 +3,14 @@
 
 Following is a list of ordered steps. The purpose of these steps is to help the translator produce a translation that is natural, understandable, and accurate. One of the most common translator mistakes is failing to use the natural forms in the target language for developing a coherent text. By following these steps, the translator will produce a more natural and more understandable translation.
 
-  1. Read the entire chosen passage in the source language. The passage could be a paragraph or one thing that happened in a story, or even a whole section (in some Bibles, everything from one heading to the next heading). In a difficult text, a passage might be only one or two verses. 
-  1. Without looking at the text in the source language, verbally tell it in the target language. Although you might forget some parts, continue telling what you remember right to the end.
-  1. Again, look at the source language text. Now tell everything again in the target language. 
-  1. Looking again at the source language text, focus only on the parts you forgot, and then re-tell it all in the target language by memory.
-  1. After remembering the entire passage, write it exactly as it you re-told it by memory.
-  1. Once written, look at the source language to see if you have overlooked some detail. Insert any such detail in the most natural place.
-  1. If you do not understand something in the source text, write into the translation '[not understood]' and continue writing the rest of the passage.
-  1. Now, read what you wrote. Assess whether you understand it or not. Fix the parts that should be improved.
-  1. Go on to the next section. Read it in the source language. Strictly follow steps 2 through 8.
-  
+1. Read the entire chosen passage in the source language. The passage could be a paragraph or one thing that happened in a story, or even a whole section (in some Bibles, everything from one heading to the next heading). In a difficult text, a passage might be only one or two verses. 
+1. Without looking at the text in the source language, verbally tell it in the target language. Although you might forget some parts, continue telling what you remember right to the end.
+1. Again, look at the source language text. Now tell everything again in the target language. 
+1. Looking again at the source language text, focus only on the parts you forgot, and then re-tell it all in the target language by memory.
+1. After remembering the entire passage, write it exactly as it you re-told it by memory.
+1. Once written, look at the source language to see if you have overlooked some detail. Insert any such detail in the most natural place.
+1. If you do not understand something in the source text, write into the translation '[not understood]' and continue writing the rest of the passage.
+1. Now, read what you wrote. Assess whether you understand it or not. Fix the parts that should be improved.
+1. Go on to the next section. Read it in the source language. Strictly follow steps 2 through 8.
+
 Credits: Used by permission, © 2013, SIL International, Sharing Our Native Culture, p. 59.
\ No newline at end of file
diff --git a/translate/translate-source-licensing/01.md b/translate/translate-source-licensing/01.md
index d2c692e..510d688 100644
--- a/translate/translate-source-licensing/01.md
+++ b/translate/translate-source-licensing/01.md
@@ -11,14 +11,15 @@ All content published by unfoldingWord is released under a **Creative Commons At
 
 Source texts can be used if they are in the public domain or are available under one of the following licenses, which permit translated work to be released under a Creative Commons Attribution-ShareAlike License:
 
-  * **CC0 Public Domain Dedication (CC0)** (see http://creativecommons.org/publicdomain/zero/1.0/)
-  * **CC Attribution (CC BY)** (see http://creativecommons.org/licenses/by/3.0/)
-  * **CC Attribution-ShareAlike (CC BY-SA)** (see http://creativecommons.org/licenses/by-sa/4.0/)
-  * Works released under the **Free Translate License** (see http://ufw.io/freetranslate/)
+* **CC0 Public Domain Dedication (CC0)** (see http://creativecommons.org/publicdomain/zero/1.0/)
+* **CC Attribution (CC BY)** (see http://creativecommons.org/licenses/by/3.0/)
+* **CC Attribution-ShareAlike (CC BY-SA)** (see http://creativecommons.org/licenses/by-sa/4.0/)
+* Works released under the **Free Translate License** (see http://ufw.io/freetranslate/)
 
 For all other works in question, please contact <help@door43.org>.
 
 **Note:**
 
-  * All source texts that appear as source texts in translationStudio have been reviewed and are legal for use by anyone as a source text.
-  * Before anything is published by unfoldingWord, the source text must be reviewed and available under one of the licenses listed above. Please check your source text before you start translating to avoid being unable to have your translation published.
\ No newline at end of file
+* All source texts that appear as source texts in translationStudio have been reviewed and are legal for use by anyone as a source text.
+* Before anything is published by unfoldingWord, the source text must be reviewed and available under one of the licenses listed above. Please check your source text before you start translating to avoid being unable to have your translation published.
+
diff --git a/translate/translate-source-text/01.md b/translate/translate-source-text/01.md
index e51ea08..3abf26f 100644
--- a/translate/translate-source-text/01.md
+++ b/translate/translate-source-text/01.md
@@ -3,12 +3,12 @@
 
 When choosing a source text, there are a number of factors that must be considered:
 
-  * **[Statement of Faith](../../intro/statement-of-faith/01.md)** - Is the text in line with the Statement of Faith?
-  * **[Translation Guidelines](../../intro/translation-guidelines/01.md)** - Is the text in line with the Translation Guidelines?
-  * **Language** - Is the text in a suitable language that translators and checkers understand well?
-  * **[Copyrights, Licensing, and Source Texts](../translate-source-licensing/01.md)** - Is the text released under a license that gives sufficient legal freedom?
-  * **[Source Texts and Version Numbers](../translate-source-version/01.md)** - Is the text the latest, most updated version?
-  * **[The Original and Source Languages](../translate-original/01.md)** - Does the translation team understand the difference between source languages and original languages?
-  * **[Original Manuscripts](../translate-manuscripts/01.md)** - Does the translation team understand about Original Manuscripts and [Textual Variants](../translate-textvariants/01.md)?
+* **[Statement of Faith](../../intro/statement-of-faith/01.md)** - Is the text in line with the Statement of Faith?
+* **[Translation Guidelines](../../intro/translation-guidelines/01.md)** - Is the text in line with the Translation Guidelines?
+* **Language** - Is the text in a suitable language that translators and checkers understand well?
+* **[Copyrights, Licensing, and Source Texts](../translate-source-licensing/01.md)** - Is the text released under a license that gives sufficient legal freedom?
+* **[Source Texts and Version Numbers](../translate-source-version/01.md)** - Is the text the latest, most updated version?
+* **[The Original and Source Languages](../translate-original/01.md)** - Does the translation team understand the difference between source languages and original languages?
+* **[Original Manuscripts](../translate-manuscripts/01.md)** - Does the translation team understand about Original Manuscripts and [Textual Variants](../translate-textvariants/01.md)?
 
 It is important the the leaders of the churches in the language group agree that the source text is a good one. The Open Bible Stories are available in many source languages on http://ufw.io/stories/. There are also translations of the Bible there to be used as sources for translation in English, and soon other languages, as well.
\ No newline at end of file
diff --git a/translate/translate-symaction/01.md b/translate/translate-symaction/01.md
index b5481f0..80f9116 100644
--- a/translate/translate-symaction/01.md
+++ b/translate/translate-symaction/01.md
@@ -6,8 +6,8 @@ A symbolic action is something that someone does in order to express a certain i
 
 #### Examples of symbolic actions
 
-  * In some cultures people shake hands when they meet to show that they are willing to be friendly.
-  * In some cultures people bow when they  meet to show respect to each other. 
+* In some cultures people shake hands when they meet to show that they are willing to be friendly.
+* In some cultures people bow when they  meet to show respect to each other. 
 
 #### Reason this is a translation issue
 
@@ -38,23 +38,24 @@ If people would correctly understand what a symbolic action meant to the people
 
 1. Tell what the person did and why he did it. 
 
-  * **Jairus fell down at Jesus' feet.** (Luke 8:41 ULB) 
-      * Jairus fell down at Jesus' feet in order to show that he greatly respected him.
+    * **Jairus fell down at Jesus' feet.** (Luke 8:41 ULB) 
+        * Jairus fell down at Jesus' feet in order to show that he greatly respected him.
 
-  * **Look, I stand at the door and knock.** (Revelation 3:20 ULB) 
-      * Look, I stand at the door and knock on it, asking you to let me in.
+    * **Look, I stand at the door and knock.** (Revelation 3:20 ULB) 
+        * Look, I stand at the door and knock on it, asking you to let me in.
 
 2. Do not tell what the person did, but tell what he meant. 
 
-  * **Jairus fell down at Jesus' feet.** (Luke 8:41) 
-      * Jairus showed Jesus great respect.
+    * **Jairus fell down at Jesus' feet.** (Luke 8:41) 
+        * Jairus showed Jesus great respect.
 
-  * **Look, I stand at the door and knock.** (Revelation 3:20) 
-      * Look, I stand at the door and ask you to let me in. 
+    * **Look, I stand at the door and knock.** (Revelation 3:20) 
+        * Look, I stand at the door and ask you to let me in. 
 
 3. Use an action from your own culture that has the same meaning. 
 
-  * **Jairus fell down at Jesus' feet.** (Luke 8:41 ULB) - Since Jairus actually did this, we would not substitute an action from our own culture.
+    * **Jairus fell down at Jesus' feet.** (Luke 8:41 ULB) - Since Jairus actually did this, we would not substitute an action from our own culture.
+
+    * **Look, I stand at the door and knock.** (Revelation 3:20 ULB) -  Jesus was not standing at a real door. Rather he was speaking about wanting to have a relationship with people. So in cultures where it is polite to clear one's throat when wanting to be let into a house, you could use that.
+        * Look, I stand at the door and clear my throat.
 
-  * **Look, I stand at the door and knock.** (Revelation 3:20 ULB) -  Jesus was not standing at a real door. Rather he was speaking about wanting to have a relationship with people. So in cultures where it is polite to clear one's throat when wanting to be let into a house, you could use that.
-      * Look, I stand at the door and clear my throat.
\ No newline at end of file
diff --git a/translate/translate-textvariants/01.md b/translate/translate-textvariants/01.md
index 1062844..66ee1df 100644
--- a/translate/translate-textvariants/01.md
+++ b/translate/translate-textvariants/01.md
@@ -24,22 +24,23 @@ John 7:53-8:11 is not in the best earliest manuscripts. It has been included in
 
 When there is a textual variant, you may choose to follow the ULB or another version that you have access to.
 
-  1. Translate the verses that the ULB does and include the footnote that the ULB provides.
-  1. Translate the verses as another version does, and change the footnote so that it fits this situation.  
+1. Translate the verses that the ULB does and include the footnote that the ULB provides.
+1. Translate the verses as another version does, and change the footnote so that it fits this situation.  
 
 ### Examples of Translation Strategies Applied
 
 The translation strategies are applied to Mark 7:14-16 ULB, which has a footnote about verse 16.
 
-  * <sup>14</sup>**He called the crowd again and said to them, "Listen to me, all of you, and understand. <sup>15</sup>There is nothing from outside of a person that can defile him when it enters into him. It is what comes out of the person that defiles him."** <sup>16[1]</sup>
-      * **<sup>[1]</sup>The best ancient copies omit v. 16. *If any man has ears to hear, let him hear*.**
+* <sup>14</sup>**He called the crowd again and said to them, "Listen to me, all of you, and understand. <sup>15</sup>There is nothing from outside of a person that can defile him when it enters into him. It is what comes out of the person that defiles him."** <sup>16[1]</sup>
+    * **<sup>[1]</sup>The best ancient copies omit v. 16. *If any man has ears to hear, let him hear*.**
 
 1. Translate the verses that the ULB does and include the footnote that the ULB provides.
 
-  * <sup>14</sup>He called the crowd again and said to them, "Listen to me, all of you, and understand. <sup>15</sup>There is nothing from outside of a person that can defile him when it enters into him. It is what comes out of the person that defiles him." <sup>16[1]</sup>
-      * <sup>[1]</sup>The best ancient copies omit verse 16. *If any man has ears to hear, let him hear*.
+    * <sup>14</sup>He called the crowd again and said to them, "Listen to me, all of you, and understand. <sup>15</sup>There is nothing from outside of a person that can defile him when it enters into him. It is what comes out of the person that defiles him." <sup>16[1]</sup>
+        * <sup>[1]</sup>The best ancient copies omit verse 16. *If any man has ears to hear, let him hear*.
 
 2. Translate the verses as another version does, and change the footnote so that it fits this situation.
 
-  * <sup>14</sup>He called the crowd again and said to them, "Listen to me, all of you, and understand. <sup>15</sup>There is nothing from outside of a person that can defile him when it enters into him. It is what comes out of the person that defiles him. <sup>16</sup>If any man has ears to hear, let him hear." <sup>[1]</sup>
-      * <sup>[1]</sup>Some ancient copies do not have verse 16.
\ No newline at end of file
+    * <sup>14</sup>He called the crowd again and said to them, "Listen to me, all of you, and understand. <sup>15</sup>There is nothing from outside of a person that can defile him when it enters into him. It is what comes out of the person that defiles him. <sup>16</sup>If any man has ears to hear, let him hear." <sup>[1]</sup>
+        * <sup>[1]</sup>Some ancient copies do not have verse 16.
+
diff --git a/translate/translate-tform/01.md b/translate/translate-tform/01.md
index 1d745cf..841c204 100644
--- a/translate/translate-tform/01.md
+++ b/translate/translate-tform/01.md
@@ -7,13 +7,13 @@ The particular language that people use to communicate God's messages is not imp
 
 Look at the pairs of sentences below. 
 
-  * It rained all night. / Rain fell all night.
+* It rained all night. / Rain fell all night.
 
-  * John was very surprised when he heard the news. / The news very much amazed John when he heard it.
+* John was very surprised when he heard the news. / The news very much amazed John when he heard it.
 
-  * It was a hot day. / The day was hot.
+* It was a hot day. / The day was hot.
 
-  * Peter's house / The house that belongs to Peter
+* Peter's house / The house that belongs to Peter
 
 You can see that the meaning of each pair of sentences is the same, even though they use different words. This is the way it is in a good translation. We will use different words than the source text, but we will keep the meaning the same. We will use words that our people understand and use them in a way that is natural for our language. Communicating the same meaning as the source text in a clear and natural way is the goal of translation.
 
diff --git a/translate/translate-transliterate/01.md b/translate/translate-transliterate/01.md
index 5fe82b5..77230fd 100644
--- a/translate/translate-transliterate/01.md
+++ b/translate/translate-transliterate/01.md
@@ -24,29 +24,33 @@ Malachi might not be a name that people who speak your language use.
 
 There are several things to be aware of when borrowing words from another language.
 
-  * Different languages use different scripts, such as the Hebrew, Greek, Latin, Cyrillic, Devanagari, and Korean scripts. These scripts use different shapes to represent the letters in their alphabets. 
-  * Languages that use the same script might pronounce the letters in that script differently. For example, when speaking German, people pronounce the letter "j" the same way that people pronounce the letter "y" when speaking English. 
-  * Languages do not all have the same sounds or combinations of sounds. For example, many languages do not have the soft "th" sound in the English word "think," and some languages cannot start a word with a combination of sounds like "st" as in "stop." 
+* Different languages use different scripts, such as the Hebrew, Greek, Latin, Cyrillic, Devanagari, and Korean scripts. These scripts use different shapes to represent the letters in their alphabets. 
+* Languages that use the same script might pronounce the letters in that script differently. For example, when speaking German, people pronounce the letter "j" the same way that people pronounce the letter "y" when speaking English. 
+* Languages do not all have the same sounds or combinations of sounds. For example, many languages do not have the soft "th" sound in the English word "think," and some languages cannot start a word with a combination of sounds like "st" as in "stop." 
 
 There are several ways to borrow a word. 
 
-  1. If your language uses a different script from the language you are translating from, you can simply substitute each letter shape with the corresponding letter shape of the script of your language.
-  1. You can spell the word as the other language spells it, and pronounce it the way your language normally pronounces those letters.   
-  1. You can pronounce the word similarly to the way the other language does, and adjust the spelling to fit the rules of your language.  
+1. If your language uses a different script from the language you are translating from, you can simply substitute each letter shape with the corresponding letter shape of the script of your language.
+1. You can spell the word as the other language spells it, and pronounce it the way your language normally pronounces those letters.   
+1. You can pronounce the word similarly to the way the other language does, and adjust the spelling to fit the rules of your language.  
 
 
 ### Examples of Translation Strategies Applied
 
 1. If your language uses a different script from the language you are translating from, you can simply substitute each letter shape with the corresponding letter shape of the script of your language.
-  * **צְפַנְיָ֤ה** - A man's name in Hebrew letters.
-      * "Zephaniah" - The same name in Roman letters
+
+    * **צְפַנְיָ֤ה** - A man's name in Hebrew letters.
+        * "Zephaniah" - The same name in Roman letters
 
 2. You can spell the word as the other language spells it, and pronounce it the way your language normally pronounces those letters.
-  * **Zephaniah**  - This is a man's name.
-      * "Zephaniah" - The name as it is spelled in English, but you can pronounce it according to the rules of your language.
+
+    * **Zephaniah**  - This is a man's name.
+        * "Zephaniah" - The name as it is spelled in English, but you can pronounce it according to the rules of your language.
 
 3. You can pronounce the word similarly to the way the other language does, and adjust the spelling to fit the rules of your language.
-  * **Zephaniah**  - If your language does not have the "z", you could use "s". If your writing system does not use "ph" you could use "f". Depending on how you pronounce the "i" you could spell it with "i" or "ai" or "ay".
-      * "Sefania"
-      * "Sefanaia"
-      * "Sefanaya"
\ No newline at end of file
+
+    * **Zephaniah**  - If your language does not have the "z", you could use "s". If your writing system does not use "ph" you could use "f". Depending on how you pronounce the "i" you could spell it with "i" or "ai" or "ay".
+        * "Sefania"
+        * "Sefanaia"
+        * "Sefanaya"
+
diff --git a/translate/translate-unknown/01.md b/translate/translate-unknown/01.md
index 9577eea..b920358 100644
--- a/translate/translate-unknown/01.md
+++ b/translate/translate-unknown/01.md
@@ -10,14 +10,14 @@ Bread is a particular food made by mixing finely crushed grains with oil, and th
 
 **Reason this is a translation issue**
 
-  * Readers may not know some of the things that are in the Bible because those things are not part of their own culture. 
-  * Readers may have difficulty understanding a text if they do not know some of the things that are mentioned in it.
+* Readers may not know some of the things that are in the Bible because those things are not part of their own culture. 
+* Readers may have difficulty understanding a text if they do not know some of the things that are mentioned in it.
 
 #### Translation Principles
 
-  * Use words that are already part of your language if possible.
-  * Keep expressions short if possible.
-  * Represent God's commands and historical facts accurately.
+* Use words that are already part of your language if possible.
+* Keep expressions short if possible.
+* Represent God's commands and historical facts accurately.
 
 ### Examples from the Bible
 
@@ -41,48 +41,49 @@ People in many parts of the world have not seen snow, but they may have seen it
 
 Here are ways you might translate a term that is not known in your language:
 
-  1. Use a phrase that describes what the unknown item is, or what is important about the unknown item for the verse being translated.
-  1. Substitute something similar from your language if doing so does not falsely represent a historical fact.
-  1. Copy the word from another language, and add a general word or descriptive phrase to help people understand it.
-  1. Use a word that is more general in meaning.
-  1. Use a word or phrase that is more specific in meaning. 
+1. Use a phrase that describes what the unknown item is, or what is important about the unknown item for the verse being translated.
+1. Substitute something similar from your language if doing so does not falsely represent a historical fact.
+1. Copy the word from another language, and add a general word or descriptive phrase to help people understand it.
+1. Use a word that is more general in meaning.
+1. Use a word or phrase that is more specific in meaning. 
 
 ### Examples of Translation Strategies Applied
 
 1) Use a phrase that describes what the unknown item is, or what is important about the unknown item for the verse being translated.
 
-  * **Beware of false prophets, those who come to you in sheep's clothing, but are truly <u>ravenous wolves</u>.** (Matthew 7:15 ULB)
-      * Beware of false prophets, those who come to you in sheep's clothing, but <u>are truly hungry and dangerous animals</u>.
+* **Beware of false prophets, those who come to you in sheep's clothing, but are truly <u>ravenous wolves</u>.** (Matthew 7:15 ULB)
+    * Beware of false prophets, those who come to you in sheep's clothing, but <u>are truly hungry and dangerous animals</u>.
 
 "Ravenous wolves" is part of a metaphor here, so the reader needs to know that they are very dangerous to sheep in order to understand this metaphor. (If sheep are also unknown, then you will need to also use one of the translation strategies to translate sheep, or change the metaphor to something else, using a translation strategy for metaphors. See [Translating Metaphors](../figs-metaphor/01.md).)
 
-  * **We have here only five <u>loaves of bread</u> and two fish** (Matthew 14:17 ULB)
-      * We have here only five <u>loaves of baked grain seeds</u> and two fish
+* **We have here only five <u>loaves of bread</u> and two fish** (Matthew 14:17 ULB)
+    * We have here only five <u>loaves of baked grain seeds</u> and two fish
 
 2) Substitute something similar from your language if doing so does not falsely represent a historical fact. 
 
 
-  * **your sins ... will be white like <u>snow</u>** (Isaiah 1:18 ULB) This verse is not about snow. It uses snow in a figure of speech to help people understand how white something will be.
-      * your sins ... will be white like <u>milk</u>
-      * your sins ... will be white like <u>the moon</u>
+* **your sins ... will be white like <u>snow</u>** (Isaiah 1:18 ULB) This verse is not about snow. It uses snow in a figure of speech to help people understand how white something will be.
+    * your sins ... will be white like <u>milk</u>
+    * your sins ... will be white like <u>the moon</u>
 
 3) Copy the word from another language, and add a general word or descriptive phrase to help people understand it.
 
-  * **Then they tried to give Jesus wine that was mixed with <u>myrrh</u>. But he refused to drink it.** (Mark 15:23 ULB) - People may understand better what myrrh is if it is used with the general word "medicine." 
-      * Then they tried to give Jesus wine that was mixed with <u>a medicine called myrrh</u>. But he refused to drink it.
+* **Then they tried to give Jesus wine that was mixed with <u>myrrh</u>. But he refused to drink it.** (Mark 15:23 ULB) - People may understand better what myrrh is if it is used with the general word "medicine." 
+    * Then they tried to give Jesus wine that was mixed with <u>a medicine called myrrh</u>. But he refused to drink it.
 
-  * **We have here only five loaves of <u>bread</u> and two fish** (Matthew 14:17 ULB) - People may understand better what bread is if it is used with a phrase that tells what it is made of (seeds) and how it is prepared (crushed and baked).
-      * We have here only five loaves of <u>baked crushed seed bread</u> and two fish
+* **We have here only five loaves of <u>bread</u> and two fish** (Matthew 14:17 ULB) - People may understand better what bread is if it is used with a phrase that tells what it is made of (seeds) and how it is prepared (crushed and baked).
+    * We have here only five loaves of <u>baked crushed seed bread</u> and two fish
 
 4) Use a word that is more general in meaning.
 
-  * **I will turn Jerusalem into piles of ruins, a hideout for <u>jackals</u>** (Jeremiah 9:11 ULB)
-      * I will turn Jerusalem into piles of ruins, a hideout for <u>wild dogs</u>
+* **I will turn Jerusalem into piles of ruins, a hideout for <u>jackals</u>** (Jeremiah 9:11 ULB)
+    * I will turn Jerusalem into piles of ruins, a hideout for <u>wild dogs</u>
 
-  * **We have here only five <u>loaves of bread</u> and two fish** (Matthew 14:17 ULB)
-      * We have here only five <u>loaves of baked food</u> and two fish
+* **We have here only five <u>loaves of bread</u> and two fish** (Matthew 14:17 ULB)
+    * We have here only five <u>loaves of baked food</u> and two fish
 
 5) Use a word or phrase that is more specific in meaning. 
 
-  * **to him who made <u>great lights</u>** (Psalm 136:7 ULB)
-      * to him who made <u>the sun and the moon</u>
\ No newline at end of file
+* **to him who made <u>great lights</u>** (Psalm 136:7 ULB)
+    * to him who made <u>the sun and the moon</u>
+
diff --git a/translate/translate-useulbudb/01.md b/translate/translate-useulbudb/01.md
index b1f3122..c2b7f9f 100644
--- a/translate/translate-useulbudb/01.md
+++ b/translate/translate-useulbudb/01.md
@@ -67,7 +67,7 @@ When you translate, you must decide whether the target language can present even
 ### Examples from the Bible
 
 >For <u>he was amazed</u>, and all who were with him, at the catch of fish which they had taken. (Luke 5:9 ULB)  
-     
+
 <blockquote>He said this because <u>he marveled</u> at the huge number of fish that they had caught. All the men who were with him also marveled. (Luke 5:9 UDB)</blockquote>
 
 Here the UDB uses a verb in the active voice "he marveled" instead of the ULB's verb in the passive voice "was amazed."
diff --git a/translate/translate-versebridge/01.md b/translate/translate-versebridge/01.md
index 42af3f0..f739baa 100644
--- a/translate/translate-versebridge/01.md
+++ b/translate/translate-versebridge/01.md
@@ -30,8 +30,8 @@ Here is the original order, which is confusing to many readers:
 
 Order the information in a way that will be clear to your readers. 
 
-  1. If you put information from one verse before information from an earlier verse, put a hyphen between the two verse numbers.
-  1. If the ULB has a verse bridge, but another Bible you refer to does not have one, you can choose the order that works best for your language.
+1. If you put information from one verse before information from an earlier verse, put a hyphen between the two verse numbers.
+1. If the ULB has a verse bridge, but another Bible you refer to does not have one, you can choose the order that works best for your language.
 
 See how to mark verses in the [translationStudio APP](http://help.door43.org/en/knowledgebase/13-translationstudio-android/docs/24-marking-verses-in-translationstudio).
 
@@ -39,7 +39,8 @@ See how to mark verses in the [translationStudio APP](http://help.door43.org/en/
 
 1. If information from one verse is put before information from an earlier verse, put the verse numbers before the first verse with a hyphen between them.
 
-  * **<sup>2</sup> you must select three cities for yourself in the middle of your land that Yahweh your God is giving you to possess. <sup>3</sup> You must build a road and divide the borders of your land into three parts, the land that Yahweh your God is causing you to inherit, so that everyone who kills another person may flee there.** (Deuteronomy 19:2-3)
-      * <sup>2-3</sup> you must divide into three parts the land that he is giving to you. Then select a city in each part. You must make good roads in order that people can get to those cities easily. Someone who kills another person can escape to one of those cities to be safe. (Deuteronomy 19:2-3 UDB)
+    * **<sup>2</sup> you must select three cities for yourself in the middle of your land that Yahweh your God is giving you to possess. <sup>3</sup> You must build a road and divide the borders of your land into three parts, the land that Yahweh your God is causing you to inherit, so that everyone who kills another person may flee there.** (Deuteronomy 19:2-3)
+        * <sup>2-3</sup> you must divide into three parts the land that he is giving to you. Then select a city in each part. You must make good roads in order that people can get to those cities easily. Someone who kills another person can escape to one of those cities to be safe. (Deuteronomy 19:2-3 UDB)
+
+2. If the ULB has a verse bridge, but another Bible you refer to does not have one, you can choose the order that works best for your language.
 
-2. If the ULB has a verse bridge, but another Bible you refer to does not have one, you can choose the order that works best for your language.
\ No newline at end of file
diff --git a/translate/translate-wforw/01.md b/translate/translate-wforw/01.md
index c95e641..c1a55bb 100644
--- a/translate/translate-wforw/01.md
+++ b/translate/translate-wforw/01.md
@@ -5,12 +5,12 @@ A word-for-word substitution is the most literal form of translation. It is not
 
 #### In word-for-word translations
 
-  * The focus is on one word at a time. 
-  * The natural sentence structure, phrase structures and figures of speech of the target language are ignored. 
-  * The process of word-for-word translation is very simple.
+* The focus is on one word at a time. 
+* The natural sentence structure, phrase structures and figures of speech of the target language are ignored. 
+* The process of word-for-word translation is very simple.
     * The first word in the source text is translated by an equivalent word. 
     * Then the next word is done. This continues until the verse is translated. 
-  * The word-for-word approach is attractive because it is so simple. However, it results in a poor quality translation.
+* The word-for-word approach is attractive because it is so simple. However, it results in a poor quality translation.
 
 Word-for-word substitution results in translations that are awkward to read. They are often confusing and give the wrong meaning or even no meaning at all. You should avoid doing this type of translation. Here are some examples:
 
diff --git a/translate/translate-whatis/01.md b/translate/translate-whatis/01.md
index adaafde..9fdf198 100644
--- a/translate/translate-whatis/01.md
+++ b/translate/translate-whatis/01.md
@@ -7,7 +7,7 @@ This is how translation is supposed to work most of the time, but sometimes cert
 
 There are basically two kinds of translations: literal and dynamic (or meaning-based). 
 
-  * Literal translations focus on representing words in the source language with words in the target language that have similar basic meanings. They also use phrases that have similar structures to the phrases in the source language. This kind of translation allows the reader to see the structure of the source text, but it can make it difficult or impossible for the reader to understand the meaning of the source text.  
-  * Dynamic, meaning-based translations focus on representing the meaning of the source language sentence in its context, and will use whatever words and phrase structures are most appropriate to convey that meaning in the target language. The goal of this kind of translation is to make it easy for the reader to understand the meaning of the source text. This is the kind of translation recommended in this Translation Manual for Other Language (OL) translations.
+* Literal translations focus on representing words in the source language with words in the target language that have similar basic meanings. They also use phrases that have similar structures to the phrases in the source language. This kind of translation allows the reader to see the structure of the source text, but it can make it difficult or impossible for the reader to understand the meaning of the source text.  
+* Dynamic, meaning-based translations focus on representing the meaning of the source language sentence in its context, and will use whatever words and phrase structures are most appropriate to convey that meaning in the target language. The goal of this kind of translation is to make it easy for the reader to understand the meaning of the source text. This is the kind of translation recommended in this Translation Manual for Other Language (OL) translations.
 
 The ULB is designed to be a literal translation, so that the OL translator can see the forms of the original biblical languages. The UDB is designed to be a dynamic translation, so that the OL translator can understand the meaning of these forms in the Bible. When translating these resources, please translate the ULB in a literal way and translate the UDB in a dynamic way. For more information about these resources, see the Gateway Manual.
\ No newline at end of file
diff --git a/translate/translation-difficulty/01.md b/translate/translation-difficulty/01.md
index 6882fe5..059635f 100644
--- a/translate/translation-difficulty/01.md
+++ b/translate/translation-difficulty/01.md
@@ -3,9 +3,9 @@
 
 At some point, the translation team will have to figure out what they should translate first, or, if they have already done some translation, what they should translate next. There are several factors that need to be considered: 
 
-  * What does the church want to be translated? 
-  * How experienced is the translation team? 
-  * How much Biblical content has been translated into this language?
+* What does the church want to be translated? 
+* How experienced is the translation team? 
+* How much Biblical content has been translated into this language?
 
 The answers to these questions are all important. But remember this:
 
@@ -21,55 +21,57 @@ In general, books that have more abstract, poetic, and theologically loaded term
 
 #### Difficulty Level 5 (Most Difficult to Translate)
 
-  * Old Testament
+* Old Testament
     * Job, Psalms, Isaiah, Jeremiah, Ezekiel
-  * New Testament
+* New Testament
     * Romans, Galatians, Ephesians, Philippians, Colossians, Hebrews
 
 #### Difficulty Level 4
 
-  * Old Testament
+* Old Testament
     * Leviticus, Proverbs, Ecclesiastes, Song of Solomon, Lamentations, Daniel, Hosea, Joel, Amos, Obadiah, Micah, Nahum, Habakkuk, Zephanaiah, Haggai, Zechariah, Malachi
-  * New Testament
+* New Testament
     * John, 1-2 Corinthians, 1-2 Thessalonians, 1-2 Peter, 1 John, Jude
 
 #### Difficulty Level 3
 
-  * Old Testament
+* Old Testament
     * Genesis, Exodus, Numbers, Deuteronomy
-  * New Testament
+* New Testament
     * Matthew, Mark, Luke, Acts, 1-2 Timothy, Titus, Philemon, James, 2-3 John, Revelation
 
 #### Difficulty Level 2
 
-  * Old Testament
+* Old Testament
     * Joshua, Judges, Ruth, 1-2 Samuel, 1-2 Kings, 1-2 Chronicles, Ezra, Nehemiah, Esther, Jonah
-  * New Testament
+* New Testament
     * *none*
 
 #### Difficulty Level 1 (Easiest to Translate)
 
-  * *none*
+* *none*
 
 ### Open Bible Stories
 
 Though Open Bible Stories was not assessed according to this rating system, it should fall under Difficulty Level 1. We recommend that you begin by translating Open Bible Stories. There are many good reasons to start by translating Open Bible Stories:
 
-  * Open Bible Stories was designed to be easily translated.
+* Open Bible Stories was designed to be easily translated.
     * It is largely narrative.
     * Many difficult phrases and words have been simplified.
     * It has many pictures to help the translator understand the text.
-  * Open Bible Stories is much shorter than the Bible or even the New Testament, so it can be quickly completed and distributed to the Church.
-  * Since it is not Scripture, Open Bible Stories removes the fear that many translators have of translating the Word of God.
-  * Translating Open Bible Stories before translating the Bible gives the translators experience and training in translation, so that when they translate the. 
+* Open Bible Stories is much shorter than the Bible or even the New Testament, so it can be quickly completed and distributed to the Church.
+* Since it is not Scripture, Open Bible Stories removes the fear that many translators have of translating the Word of God.
+* Translating Open Bible Stories before translating the Bible gives the translators experience and training in translation, so that when they translate the. 
+
   Bible, they will do it well. By translating Open Bible Stories, the translation team will gain:
-    * Experience in creating a translation and checking team
-    * Experience in doing the translation and checking process
-    * Experience in using the Door43 translation tools
-    * Experience in resolving translation conflicts
-    * Experience in getting church and community participation
-    * Experience in publishing and distributing content
-  * Open Bible Stories is a great tool to teach the church, evangelize the lost, and train the translators in what the Bible is all about.
+
+* Experience in creating a translation and checking team
+* Experience in doing the translation and checking process
+* Experience in using the Door43 translation tools
+* Experience in resolving translation conflicts
+* Experience in getting church and community participation
+* Experience in publishing and distributing content
+* Open Bible Stories is a great tool to teach the church, evangelize the lost, and train the translators in what the Bible is all about.
 
 You can work your way through the Stories in whatever order that you want, but we have found that Story #31 (see http://ufw.io/en-obs-31) is a good first story to translate since it is short and easy to understand.
 
diff --git a/translate/writing-apocalypticwriting/01.md b/translate/writing-apocalypticwriting/01.md
index 1a57dc8..8daaf24 100644
--- a/translate/writing-apocalypticwriting/01.md
+++ b/translate/writing-apocalypticwriting/01.md
@@ -19,17 +19,18 @@ Some of these things happened after the prophets told about them, and some of th
 
 #### Reasons this is a translation issue 
 
-  * Some of the images are hard to understand because we have never seen things like them before.
-  * Descriptions of things that we have never seen or that do not exist in this world are hard to translate.
-  *  If God or the prophet used the past tense, readers may have difficulty knowing wehther he was talking about something that had aleady happened or something that would happen later.
+* Some of the images are hard to understand because we have never seen things like them before.
+* Descriptions of things that we have never seen or that do not exist in this world are hard to translate.
+* If God or the prophet used the past tense, readers may have difficulty knowing wehther he was talking about something that had aleady happened or something that would happen later.
 
 #### Translation Principles 
-  * Translate the images in the text. Do not try to interpret them and translate their meaning.
-  * When an image appears in more than one place in the Bible, and it is described in the same way, try to translate it the same way in all those places.
-  * If either poetic forms or non-poetic forms would imply to your readers that the prophecy is not true or is unimportant, use a form that would not imply those things.
-  * Sometimes it is difficult to understand in what order the events described in the various prophecies happen. Simply write them as they appear in each prophecy.
-  * Translate tense in a way that the readers can understand what the speaker meant. If readers would not understand the predictive past, it is acceptable to use the future tense.
-  * Some of the prophecies were fulfilled after the prophets wrote about them. Some of them have not been fulfilled yet. Do not clarify in the prophecy when these prophecies were fulfilled or how they were fulfilled.
+
+* Translate the images in the text. Do not try to interpret them and translate their meaning.
+* When an image appears in more than one place in the Bible, and it is described in the same way, try to translate it the same way in all those places.
+* If either poetic forms or non-poetic forms would imply to your readers that the prophecy is not true or is unimportant, use a form that would not imply those things.
+* Sometimes it is difficult to understand in what order the events described in the various prophecies happen. Simply write them as they appear in each prophecy.
+* Translate tense in a way that the readers can understand what the speaker meant. If readers would not understand the predictive past, it is acceptable to use the future tense.
+* Some of the prophecies were fulfilled after the prophets wrote about them. Some of them have not been fulfilled yet. Do not clarify in the prophecy when these prophecies were fulfilled or how they were fulfilled.
 
 
 ### Examples from the Bible
diff --git a/translate/writing-background/01.md b/translate/writing-background/01.md
index ef0a72d..39a64ce 100644
--- a/translate/writing-background/01.md
+++ b/translate/writing-background/01.md
@@ -16,21 +16,21 @@ Background information can also be marked with words that tell the reader that t
 
 #### A writer may use background information
 
-  * To help their listeners be interested in the story
-  * To help their listeners understand something in the story
-  * To help the listeners understand why something is important in the story
-  * To tell the setting of a story
-  * Setting includes:
-     * where the story takes place
-     * when the story takes place
-     * who is present when the story begins
-     * what is happening when the story begins
+* To help their listeners be interested in the story
+* To help their listeners understand something in the story
+* To help the listeners understand why something is important in the story
+* To tell the setting of a story
+* Setting includes:
+    * where the story takes place
+    * when the story takes place
+    * who is present when the story begins
+    * what is happening when the story begins
 
 #### Reasons this is a translation issue
 
-  * Languages have different ways of marking background information and storyline information.
-  * Translators need to know the order of the events in the Bible, which information is background information, and which is storyline information.  
-  * Translators will need to translate the story in a way that marks the background information in a way that their own readers will understand the order of events, which information is background information, and which is storyline information.  
+* Languages have different ways of marking background information and storyline information.
+* Translators need to know the order of the events in the Bible, which information is background information, and which is storyline information.  
+* Translators will need to translate the story in a way that marks the background information in a way that their own readers will understand the order of events, which information is background information, and which is storyline information.  
 
 ### Examples from the Bible
 
@@ -50,21 +50,22 @@ These verses give the setting of the story. The events took place in a grain fie
 
 To keep translations clear and natural you will need to study how people tell stories in your language. Observe how your language marks background information. You may need to write down some stories in order to study this. Observe what kind of verbs your language uses for background information and what kinds of words or other markers signal that something is background information. Do these same things when you translate, so that your translation is clear and natural and people can understand it easily. 
 
-  1. Use your language's way of showing that certain information is background information.
-  1. Reorder the information so that earlier events are mentioned first.  (This is not always possible when the background information is very long.)
+1. Use your language's way of showing that certain information is background information.
+1. Reorder the information so that earlier events are mentioned first.  (This is not always possible when the background information is very long.)
 
 ### Examples of Translation Strategies Applied
 
 1) Use your language's way of showing that certain information is background information. The examples below explain how this was done in the ULB English translations.
 
-  * **<u>Now</u> Jesus himself, when he began to teach, <u>was</u> about thirty years of age. He <u>was</u> the son (as was supposed) of Joseph, the son of Heli.** (Luke 3:23 ULB) English uses the word "now" to show that there is some kind of change in the story. The verb "was" shows that it is background information.
+* **<u>Now</u> Jesus himself, when he began to teach, <u>was</u> about thirty years of age. He <u>was</u> the son (as was supposed) of Joseph, the son of Heli.** (Luke 3:23 ULB) English uses the word "now" to show that there is some kind of change in the story. The verb "was" shows that it is background information.
 
-  * **With many other exhortations also, he preached good news to the people. John also rebuked Herod the tetrarch <u>for marrying his brother's wife, Herodias</u>, and <u>for all the other evil things that Herod had done</u>. But then Herod did another very evil thing. He had John locked up in prison.**  (Luke 3:18-20 ULB) The underlined phrases happened before John rebuked Herod. In English, the helping verb "had" in "had done" shows that Herod did those things before John rebuked him.
+* **With many other exhortations also, he preached good news to the people. John also rebuked Herod the tetrarch <u>for marrying his brother's wife, Herodias</u>, and <u>for all the other evil things that Herod had done</u>. But then Herod did another very evil thing. He had John locked up in prison.**  (Luke 3:18-20 ULB) The underlined phrases happened before John rebuked Herod. In English, the helping verb "had" in "had done" shows that Herod did those things before John rebuked him.
 
 2) Reorder the information so that earlier events are mentioned first. 
 
-  * **Hagar gave birth to Abram's son, and Abram named his son, whom Hagar bore, Ishmael. <u>Abram was eighty-six years old when Hagar bore Ishmael to Abram</u>.** (Genesis 16:16 ULB)
-      * "<u>When Abram was eighty-six years old</u>, Hagar gave birth to his son, and Abram named his son Ishmael." 
+* **Hagar gave birth to Abram's son, and Abram named his son, whom Hagar bore, Ishmael. <u>Abram was eighty-six years old when Hagar bore Ishmael to Abram</u>.** (Genesis 16:16 ULB)
+    * "<u>When Abram was eighty-six years old</u>, Hagar gave birth to his son, and Abram named his son Ishmael." 
+
+* **John also rebuked Herod the tetrarch <u>for marrying his brother's wife, Herodias</u>, and <u>for all the other evil things that Herod had done</u>. But then Herod did another very evil thing. He had John locked up in prison.**  (Luke 3:18-20) -  The translation below reorders John's rebuke and Herod's actions. 
+    * "Now Herod the tetrarch married his brother's wife, Herodias, and he did many other evil things, so John rebuked him. But then Herod did another very evil thing. He had John locked up in prison."
 
-  * **John also rebuked Herod the tetrarch <u>for marrying his brother's wife, Herodias</u>, and <u>for all the other evil things that Herod had done</u>. But then Herod did another very evil thing. He had John locked up in prison.**  (Luke 3:18-20) -  The translation below reorders John's rebuke and Herod's actions. 
-      * "Now Herod the tetrarch married his brother's wife, Herodias, and he did many other evil things, so John rebuked him. But then Herod did another very evil thing. He had John locked up in prison."
\ No newline at end of file
diff --git a/translate/writing-connectingwords/01.md b/translate/writing-connectingwords/01.md
index 23a2700..5e742b8 100644
--- a/translate/writing-connectingwords/01.md
+++ b/translate/writing-connectingwords/01.md
@@ -4,21 +4,23 @@
 
 **Connecting words** show how thoughts are related to other thoughts. They are also called **conjunctions**. This page is about connecting words that connect statements and groups of statements to others. Some examples of connecting words are: and, but, for, so, therefore, now, if, if only, since, then, when, while, whenever, because, yet, unless.
 
-  * It was raining, <u>so</u>  I opened my umbrella.
-  * It was raining, <u>but</u>  I did not have an umbrella. <u>So</u> I got very wet.
+* It was raining, <u>so</u>  I opened my umbrella.
+* It was raining, <u>but</u>  I did not have an umbrella. <u>So</u> I got very wet.
+
 Sometimes people might not use a connecting word because they expect the readers to understand the relationship between the thoughts because of the context.
-  * It was raining. I did not have an umbrella. I got very wet.
+
+* It was raining. I did not have an umbrella. I got very wet.
 
 #### Reason this is a translation issue
 
-  * Translators need to understand the meaning of a connecting word in the Bible and the relationship between the thoughts it is connecting.
-  * Each language has its own ways of showing how thoughts are related.
-  * Translators need to know how to help their readers understand the relationship between the thoughts in a way that is natural in their language.
+* Translators need to understand the meaning of a connecting word in the Bible and the relationship between the thoughts it is connecting.
+* Each language has its own ways of showing how thoughts are related.
+* Translators need to know how to help their readers understand the relationship between the thoughts in a way that is natural in their language.
 
 #### Translation Principles
 
-  * Translators need to translate in a way that readers can understand the same relationship between thoughts that the original readers would have understood.
-  * Whether or not a connecting word is used is not as important as readers being able to understand the relationship between the ideas.
+* Translators need to translate in a way that readers can understand the same relationship between thoughts that the original readers would have understood.
+* Whether or not a connecting word is used is not as important as readers being able to understand the relationship between the ideas.
 
 ### Examples from the Bible
 
@@ -39,9 +41,9 @@ Here the word "for" connects what follows as the reason for what came before; th
 
 If the way the relationship between thoughts is shown in the ULB would be natural and give the right meaning in your language, then consider using it. If not, here are some other options.
 
-  1. Use a connecting word (even if the ULB does not use one).
-  1. Do not use a connecting word if it would be odd to use one and people would understand the right relationship between the thoughts without it.
-  1. Use a different connecting word.
+1. Use a connecting word (even if the ULB does not use one).
+1. Do not use a connecting word if it would be odd to use one and people would understand the right relationship between the thoughts without it.
+1. Use a different connecting word.
 
 ### Examples of Translation Strategies Applied
 
@@ -53,12 +55,16 @@ If the way the relationship between thoughts is shown in the ULB would be natura
 2) Do not use a connecting word if it would be odd to use one and people would understand the right relationship between the thoughts without it.
 
 * **Therefore whoever breaks the least one of these commandments <u>and</u> teaches others to do so, will be called least in the kingdom of heaven. <u>But</u> whoever keeps them and teaches them will be called great in the kingdom of heaven.** (Matthew 5:19 ULB) - 
+
 Some languages would prefer not to use connecting words here, because the meaning is clear without them and using them would be unnatural. They might translate like this: 
-    * Therefore whoever breaks the least one of these commandments, teaching others to do so as well, will be called least in the kingdom of heaven. Whoever keeps them and teaches them will be called great in the kingdom of heaven.
+
+* Therefore whoever breaks the least one of these commandments, teaching others to do so as well, will be called least in the kingdom of heaven. Whoever keeps them and teaches them will be called great in the kingdom of heaven.
 
 * **I did not immediately consult with flesh and blood, nor did I go up to Jerusalem to those who had become apostles before me, <u>but</u> instead I went to Arabia and then returned to Damascus. <u>Then</u>  after three years I went up to Jerusalem to visit Cephas, and I stayed with him fifteen days.**  (Galatians 1:16-18 ULB) - 
+
 Some languages might not need the words "but" or "then" here.
-    * I did not immediately consult with flesh and blood, nor did I go up to Jerusalem to those who had become apostles before me. Instead I went to Arabia and then returned to Damascus. After three years I went up to Jerusalem to visit Cephas, and I stayed with him fifteen days.
+
+* I did not immediately consult with flesh and blood, nor did I go up to Jerusalem to those who had become apostles before me. Instead I went to Arabia and then returned to Damascus. After three years I went up to Jerusalem to visit Cephas, and I stayed with him fifteen days.
 
 3) Use a different connecting word.
 
@@ -66,4 +72,5 @@ Some languages might not need the words "but" or "then" here.
     * <u>Because of that</u>, whoever breaks the least one of these commandments and teaches others to do so, will be called least in the kingdom of heaven. <u>And</u> whoever keeps them and teaches them will be called great in the kingdom of heaven.
 
 * **<u>Since</u> the captain could not tell anything because of all the noise, he ordered that Paul be brought into the fortress.**  (Acts 21:34 ULB) - Instead of starting the first part of the sentence with "since," some translators might prefer to start the second part of the sentence with "so" to show the same relationship.
-    * "The captain could not tell anything because of all the noise, <u>so</u> he ordered that Paul be brought into the fortress."
\ No newline at end of file
+    * "The captain could not tell anything because of all the noise, <u>so</u> he ordered that Paul be brought into the fortress."
+
diff --git a/translate/writing-decisions/01.md b/translate/writing-decisions/01.md
index d9bc54f..db60e1f 100644
--- a/translate/writing-decisions/01.md
+++ b/translate/writing-decisions/01.md
@@ -5,7 +5,8 @@ When a language is first written, the translator must decide how to indicate cer
 
 These questions will give the wider community an understanding of some of the preliminary decisions made by the translator for writing the local language in the areas of punctuation, spelling and the writing of names in the Bible. The translation team and the community should agree on how to do this.
 
-  * Does your language have a way of highlighting direct or quoted speech? How do you show it? 
-  * What guidelines have you followed for indicating verse numbering, quoted speech and Old Testament quotations? (Are you following the style of the national language? What variations have you decided to use to suit your language?) 
-  * What guidelines have you followed in writing names in the Bible? Do you use the names written in the national language Bible? Do you have guidelines from your own language as to how names are pronounced and if they need added titles? (Has this decision been acceptable to the community?) 
-  * Have you taken note of any spelling rules for your language that you would like to share with others, such as where a word changes its form or two words combine? (Are these rules acceptable to the community?)
\ No newline at end of file
+* Does your language have a way of highlighting direct or quoted speech? How do you show it? 
+* What guidelines have you followed for indicating verse numbering, quoted speech and Old Testament quotations? (Are you following the style of the national language? What variations have you decided to use to suit your language?) 
+* What guidelines have you followed in writing names in the Bible? Do you use the names written in the national language Bible? Do you have guidelines from your own language as to how names are pronounced and if they need added titles? (Has this decision been acceptable to the community?) 
+* Have you taken note of any spelling rules for your language that you would like to share with others, such as where a word changes its form or two words combine? (Are these rules acceptable to the community?)
+
diff --git a/translate/writing-endofstory/01.md b/translate/writing-endofstory/01.md
index 32cf32b..83c5d74 100644
--- a/translate/writing-endofstory/01.md
+++ b/translate/writing-endofstory/01.md
@@ -5,40 +5,45 @@ There are different types of information that may be given at the end of a story
 
 #### Different purposes for end of story information
 
-  * To summarize the story
-  * To give a comment about what happened in the story
-  * To connect a smaller story to the larger story it is a part of
-  * To tell the reader what happens to a specific character after the main part of the story ends
-  * To tell on-going action that continues after the main part of the story ends
-  * To tell what happens after the story as a result of the events that happened in the story itself
+* To summarize the story
+* To give a comment about what happened in the story
+* To connect a smaller story to the larger story it is a part of
+* To tell the reader what happens to a specific character after the main part of the story ends
+* To tell on-going action that continues after the main part of the story ends
+* To tell what happens after the story as a result of the events that happened in the story itself
 
 #### Reasons this is a translation issue 
 
 Different languages have different ways of presenting these kinds of information. If translators do not use their language's ways of doing this, readers may not know these things:
 
-  * That this information is ending the story
-  * What the purpose of the information is
-  * How the information is related to the story
+* That this information is ending the story
+* What the purpose of the information is
+* How the information is related to the story
 
 #### Principles of translation
 
-  * Translate the particular kind of information at the end of a story the way your language expresses that kind of information.
-  * Translate it so that people will understand how it relates to the story it is part of.
-  * If possible, translate the end of the story in a way that people will know where that story ends and the next begins. 
+* Translate the particular kind of information at the end of a story the way your language expresses that kind of information.
+* Translate it so that people will understand how it relates to the story it is part of.
+* If possible, translate the end of the story in a way that people will know where that story ends and the next begins. 
 
 ### Examples from the Bible
 
 1. To summarize the story
+
 >Then the rest of the men should follow, some on planks, and some on other things from the ship. <u>In this way it happened that all of us came safely to land.</u> (Acts 27:44 ULB)
 
 2. To give a comment about what happened in the story
+
 > Many who practiced magical arts brought their books together and burned them in the sight of everyone. When they counted the value of them, it was fifty thousand pieces of silver. <u>So the word of the Lord spread very widely in powerful ways.</u> (Acts 19:19-20 ULB)
 
 3. To tell the reader what happens to a specific character after the main part of the story ends
+
 > Mary said,"My soul praises the Lord, and my spirit has rejoiced in God my savior..." <u>Mary stayed with Elizabeth about three months and then returned to her house.</u> (Luke 1:46-47, 56 ULB)
 
 4. To tell on-going action that continues after the main part of the story ends
+
 > All who heard it were amazed at what was spoken to them by the shepherds. <u>But Mary kept thinking about all the things she had heard, treasuring them in her heart.</u> (Luke 2:18-19 ULB)
 
 5. To tell what happens after the story as a result of the events that happened in the story itself
+
 > "Woe to you teachers of Jewish laws, because you have taken away the key of knowledge; you do not enter in yourselves, and you hinder those who are entering." <u>After Jesus left there, the scribes and the Pharisees opposed him and argued with him about many things, trying to trap him in his own words.</u> (Luke 11:52-54 ULB)
\ No newline at end of file
diff --git a/translate/writing-intro/01.md b/translate/writing-intro/01.md
index 9d48bb5..8b56c8b 100644
--- a/translate/writing-intro/01.md
+++ b/translate/writing-intro/01.md
@@ -7,10 +7,10 @@ There are different kinds or types of writing, and each type of writing has its
 
 The following are four basic types of writing that exist in every language. Each type of writing has a different purpose. 
 
-  * **Narrative** or **[Parable](../figs-parables/01.md)** - tells a story or event
-  * **Explanatory** - explains facts or teaches principles
-  * **Procedural** - tells how to do something
-  * **Argumentative** - tries to persuade someone to do something
+* **Narrative** or **[Parable](../figs-parables/01.md)** - tells a story or event
+* **Explanatory** - explains facts or teaches principles
+* **Procedural** - tells how to do something
+* **Argumentative** - tries to persuade someone to do something
 
 ### Why This Is a Translation Issue
 
@@ -20,30 +20,31 @@ Every language has its own way of organizing these different types of writing. T
 
 The following are ways of writing that may combine with the four basic types above. These writing styles often present challenges in translation. 
 
-  * **[Poetry](../writing-poetry/01.md)** - expresses ideas and feelings in a beautiful way
-  * **[Proverbs](../writing-proverbs/01.md)** - briefly teaches a truth or wisdom
-  *  **[Symbolic Language](../writing-symlanguage/01.md)** - uses symbols to represent things and events  
-  *  **[Symbolic Prophecy](../writing-apocalypticwriting/01.md)** - uses symbolic language to show what will happen in the future  
-  *  **[Hypothetical Situations](../figs-hypo/01.md)** - tells about what would happen if something were real or expresses an emotion about something that is not real  
+* **[Poetry](../writing-poetry/01.md)** - expresses ideas and feelings in a beautiful way
+* **[Proverbs](../writing-proverbs/01.md)** - briefly teaches a truth or wisdom
+* **[Symbolic Language](../writing-symlanguage/01.md)** - uses symbols to represent things and events  
+* **[Symbolic Prophecy](../writing-apocalypticwriting/01.md)** - uses symbolic language to show what will happen in the future  
+* **[Hypothetical Situations](../figs-hypo/01.md)** - tells about what would happen if something were real or expresses an emotion about something that is not real  
 
 ### Discourse Features
 
 The differences between the different types of writing in a language can be called their discourse features. The purpose of a particular text will influence what kinds of discourse features are used. For example, in a narrative, discourse features would include:
 
-  * Telling about events that happen before and after other events
-  * Introducing people in the story
-  * Introducing new events in the story
-  * Conversation and the use of quotes
-  * Referring to people and things with nouns or pronouns
+* Telling about events that happen before and after other events
+* Introducing people in the story
+* Introducing new events in the story
+* Conversation and the use of quotes
+* Referring to people and things with nouns or pronouns
 
 Languages have different ways of using these different discourse features. The translator will need to study the way his language does each of these things, so that his translation communicates the right message in a clear and natural way. Other types of writing have other discourse features. 
 
 ### Specific discourse issues
 
-  1. **[Introduction of a New Event](../writing-newevent/01.md)** - Phrases like "One day" or "It came about that" or "This is how it happened" or "Sometime after that" signal to the reader that a new event is about to be told.
-  1. **[Introduction of New and Old Participants](../writing-participants/01.md)** - Languages have ways of introducing new people and of referring to those people again.
-  1. **[Background Information](../writing-background/01.md)** - An author may use background information for several reasons: 1) to add interest to the story, 2) to provide information that is important for understanding the story or 3) to explain why something in the story is important.
-  1. **[Pronouns - When to Use Them](../writing-pronouns/01.md)** - Languages have patterns for how frequently to use pronouns. If that pattern is not followed, wrong meaning can result.
-  2. **[End of Story](../writing-endofstory/01.md)** - Stories can end with various kinds of information. Languages have different ways of showing how that information is related to the story. 
-  1. **[Quotations and Quote Margins](../writing-quotations/01.md)** - Languages have different ways of reporting what someone said.
-  1. **[Connecting Words](../writing-connectingwords/01.md)** - Languages have patterns for how to use connecting words (such as "and," "but," or "then").
\ No newline at end of file
+1. **[Introduction of a New Event](../writing-newevent/01.md)** - Phrases like "One day" or "It came about that" or "This is how it happened" or "Sometime after that" signal to the reader that a new event is about to be told.
+1. **[Introduction of New and Old Participants](../writing-participants/01.md)** - Languages have ways of introducing new people and of referring to those people again.
+1. **[Background Information](../writing-background/01.md)** - An author may use background information for several reasons: 1) to add interest to the story, 2) to provide information that is important for understanding the story or 3) to explain why something in the story is important.
+1. **[Pronouns - When to Use Them](../writing-pronouns/01.md)** - Languages have patterns for how frequently to use pronouns. If that pattern is not followed, wrong meaning can result.
+2. **[End of Story](../writing-endofstory/01.md)** - Stories can end with various kinds of information. Languages have different ways of showing how that information is related to the story. 
+1. **[Quotations and Quote Margins](../writing-quotations/01.md)** - Languages have different ways of reporting what someone said.
+1. **[Connecting Words](../writing-connectingwords/01.md)** - Languages have patterns for how to use connecting words (such as "and," "but," or "then").
+
diff --git a/translate/writing-newevent/01.md b/translate/writing-newevent/01.md
index a09a9b0..33664f2 100644
--- a/translate/writing-newevent/01.md
+++ b/translate/writing-newevent/01.md
@@ -40,40 +40,41 @@ Verse 6 is a summary of the events that happen in the rest of chapter 7. Chapter
 
 If the information given at the beginning of a new event is clear and natural to your readers, consider translating it as it is in the ULB or UDB. If not, consider one of these strategies.
 
-  1. Put the information that introduces the event in the order that your people put it.
-  1. If readers would expect certain information but it is not in the Bible, consider using an indefinite word or phrase to fill in that information, such as: "another time" or "someone."
-  1. If the introduction is a summary of the whole event, use your language's way of showing that it is a summary. 
-  1. If it would be strange in the target language to give a summary of the event at the beginning, show that the event would actually happen later in the story.
+1. Put the information that introduces the event in the order that your people put it.
+1. If readers would expect certain information but it is not in the Bible, consider using an indefinite word or phrase to fill in that information, such as: "another time" or "someone."
+1. If the introduction is a summary of the whole event, use your language's way of showing that it is a summary. 
+1. If it would be strange in the target language to give a summary of the event at the beginning, show that the event would actually happen later in the story.
 
 ### Examples of Translation Strategies Applied
 
 1. Put the information that introduces the event in the order that your people put it.
 
-  *  **Now there was a <u>Pharisee whose name was Nicodemus, a member of the Jewish Council</u>. This man came to Jesus at night time and said to him ...**  (John 3:1,2)
-      *  There was a <u>man whose name was Nicodemus. He was a Pharisee and a member of the Jewish Council</u>. One night he came to Jesus and said…
-      *  One night <u>a man named Nicodemus, who was a Pharisee and a member of the Jewish Council</u>, came to Jesus and said ... 
+    * **Now there was a <u>Pharisee whose name was Nicodemus, a member of the Jewish Council</u>. This man came to Jesus at night time and said to him ...**  (John 3:1,2)
+        * There was a <u>man whose name was Nicodemus. He was a Pharisee and a member of the Jewish Council</u>. One night he came to Jesus and said…
+        * One night <u>a man named Nicodemus, who was a Pharisee and a member of the Jewish Council</u>, came to Jesus and said ... 
 
-  * **As he passed by, <u>he saw Levi the son of Alpheus, who was sitting</u> at the tax collecting place, and he said to him ...**  (Mark 2:14 ULB)
-      * As he passed by, <u>Levi the son of Alpheus was sitting</u> at the tax collecting place. Jesus saw him and and said to him ...
-      * As he passed by, <u>there was a man sitting</u> at the tax collecting place. His name was Levi, and he was the son of Alpheus. Jesus saw him and said to him ...
-      * As he passed by, <u>there was a tax collector</u> sitting at the tax collecting place. His name was Levi, and he was the son of Alpheus. Jesus saw him and said to him ...
+    * **As he passed by, <u>he saw Levi the son of Alpheus, who was sitting</u> at the tax collecting place, and he said to him ...**  (Mark 2:14 ULB)
+        * As he passed by, <u>Levi the son of Alpheus was sitting</u> at the tax collecting place. Jesus saw him and and said to him ...
+        * As he passed by, <u>there was a man sitting</u> at the tax collecting place. His name was Levi, and he was the son of Alpheus. Jesus saw him and said to him ...
+        * As he passed by, <u>there was a tax collector</u> sitting at the tax collecting place. His name was Levi, and he was the son of Alpheus. Jesus saw him and said to him ...
 
 2. If readers would expect certain information but it is not in the Bible, consider using an indefinite word or phrase such as: another time, someone.
 
-  * **Noah was six hundred years old when the flood came upon the earth.** (Genesis 7:6 ULB) - If people expect to be told something about when the new event happened, the phrase "after that" can help them see that it happened after the events already mentioned.
-      * <u>After that</u>, when Noah was six hundred years old, the flood came upon the earth.
+    * **Noah was six hundred years old when the flood came upon the earth.** (Genesis 7:6 ULB) - If people expect to be told something about when the new event happened, the phrase "after that" can help them see that it happened after the events already mentioned.
+        * <u>After that</u>, when Noah was six hundred years old, the flood came upon the earth.
 
-  * **<u>Again he began</u> to teach beside the lake.** (Mark 4:1 ULB) - In chapter 3 Jesus was teaching at someone's house. Readers may need to be told that this new event happened at another time, or that Jesus actually went to the lake.
-      * <u>Another time</u> Jesus began to teach people again beside the lake.
-      * Jesus went to the lake and <u>began to teach people again</u> there.
+    * **<u>Again he began</u> to teach beside the lake.** (Mark 4:1 ULB) - In chapter 3 Jesus was teaching at someone's house. Readers may need to be told that this new event happened at another time, or that Jesus actually went to the lake.
+        * <u>Another time</u> Jesus began to teach people again beside the lake.
+        * Jesus went to the lake and <u>began to teach people again</u> there.
 
 3. If the introduction is a summary of the whole event, use your language's way of showing that it is a summary. 
 
-  * **Noah was six hundred years old when the flood came upon the earth.** (Genesis 7:6 ULB)
-      * <u>Now this is what happened when</u> Noah was six hundred years old and the flood came upon the earth.
-      * <u>This part tells about what happened when</u> the flood came upon the earth. It happened when Noah was six hundred years old.
+    * **Noah was six hundred years old when the flood came upon the earth.** (Genesis 7:6 ULB)
+        * <u>Now this is what happened when</u> Noah was six hundred years old and the flood came upon the earth.
+        * <u>This part tells about what happened when</u> the flood came upon the earth. It happened when Noah was six hundred years old.
 
 4. If it would be strange in the target language to give a summary of the event at the beginning, show that the event would actually happen later in the story.
 
-  * **Noah was six hundred years old when the flood came upon the earth. Noah, his sons, his wife, and his sons' wives went into the ark together because of the waters of the flood.** (Genesis 7:6-7 ULB)
-      * <u>Now this is what happened when</u> Noah was six hundred years old. Noah, his sons, his wife, and his sons' wives went into the ark together because <u>God had said that the waters of the flood would come</u>.
\ No newline at end of file
+    * **Noah was six hundred years old when the flood came upon the earth. Noah, his sons, his wife, and his sons' wives went into the ark together because of the waters of the flood.** (Genesis 7:6-7 ULB)
+        * <u>Now this is what happened when</u> Noah was six hundred years old. Noah, his sons, his wife, and his sons' wives went into the ark together because <u>God had said that the waters of the flood would come</u>.
+
diff --git a/translate/writing-participants/01.md b/translate/writing-participants/01.md
index d8c3ce7..32c5364 100644
--- a/translate/writing-participants/01.md
+++ b/translate/writing-participants/01.md
@@ -40,24 +40,25 @@ Some languages have something on the verb that tells something about the subject
 
 ### Translation Strategies
 
-  1. If the participant is new, use one of your language's ways of introducing new participants.
-  1. If it is not clear to whom a pronoun refers, use a noun phrase or name.
-  1. If an old participant is referred to by name or a noun phrase, and people wonder if this is another new participant, try using a pronoun instead. If a pronoun is not needed because people would understand it clearly from the context, then leave out the pronoun.
+1. If the participant is new, use one of your language's ways of introducing new participants.
+1. If it is not clear to whom a pronoun refers, use a noun phrase or name.
+1. If an old participant is referred to by name or a noun phrase, and people wonder if this is another new participant, try using a pronoun instead. If a pronoun is not needed because people would understand it clearly from the context, then leave out the pronoun.
 
 ### Examples of Translation Strategies Applied
 
 1. If the participant is new, use one of your language's ways of introducing new participants.
 
-  * **Joseph, a Levite, a man from Cyprus, was given the name Barnabas by the apostles (that is, being interpreted, Son of encouragement).** (Acts 4:36-37 ULB) - Starting the sentence with Joseph's name when he has not been introduced yet might be confusing in some languages.
-      * There was a man from Cyprus who was a Levite. His name was Joseph, and he was given the name Barnabas by the apostles (that is, being interpreted, Son of encouragement).
-      * There was a Levite from Cyprus whose name was Joseph. The apostles gave him the name Barnabas, which means Son of encouragement.  
+    * **Joseph, a Levite, a man from Cyprus, was given the name Barnabas by the apostles (that is, being interpreted, Son of encouragement).** (Acts 4:36-37 ULB) - Starting the sentence with Joseph's name when he has not been introduced yet might be confusing in some languages.
+        * There was a man from Cyprus who was a Levite. His name was Joseph, and he was given the name Barnabas by the apostles (that is, being interpreted, Son of encouragement).
+        * There was a Levite from Cyprus whose name was Joseph. The apostles gave him the name Barnabas, which means Son of encouragement.  
 
 2. If it is not clear who a pronoun refers to, use a noun phrase or name.
 
-  * **It happened when <u>he</u> finished praying in a certain place, that one of his disciples said, "Lord, teach us to pray just as John taught his disciples."** (Luke 11:1 ULB) - Since this is the first verse in a chapter, readers might wonder who "he" refers to.
-      * It happened when <u>Jesus</u> finished praying in a certain place, that one of his disciples said, "Lord, teach us to pray just as John taught his disciples.
+    * **It happened when <u>he</u> finished praying in a certain place, that one of his disciples said, "Lord, teach us to pray just as John taught his disciples."** (Luke 11:1 ULB) - Since this is the first verse in a chapter, readers might wonder who "he" refers to.
+        * It happened when <u>Jesus</u> finished praying in a certain place, that one of his disciples said, "Lord, teach us to pray just as John taught his disciples.
 
 3. If an old participant is referred to by name or a noun phrase, and people wonder if this is another new participant, try using a pronoun instead. If a pronoun is not needed because people would understand it clearly from the context, then leave out the pronoun.
 
-  * **<u>Joseph's</u> master took <u>Joseph</u> and put <u>him</u> in prison, in the place where all the king's prisoners were put, and <u>Joseph</u> stayed there.** (Genesis 39:20 ULB) - Since Joseph is the main person in the story, some languages might find it unnatural or confusing to use his name so much. They might prefer a pronoun.
-      * Joseph's master took <u>him</u> and put <u>him</u> in prison, in the place where all the king's prisoners were put, and <u>he</u> stayed there in the prison.
\ No newline at end of file
+    * **<u>Joseph's</u> master took <u>Joseph</u> and put <u>him</u> in prison, in the place where all the king's prisoners were put, and <u>Joseph</u> stayed there.** (Genesis 39:20 ULB) - Since Joseph is the main person in the story, some languages might find it unnatural or confusing to use his name so much. They might prefer a pronoun.
+        * Joseph's master took <u>him</u> and put <u>him</u> in prison, in the place where all the king's prisoners were put, and <u>he</u> stayed there in the prison.
+
diff --git a/translate/writing-poetry/01.md b/translate/writing-poetry/01.md
index 9fc1355..b28bfdd 100644
--- a/translate/writing-poetry/01.md
+++ b/translate/writing-poetry/01.md
@@ -6,28 +6,28 @@ Poetry is one of the ways that people use the words and sounds of their language
 
 #### Some things commonly found in poetry
 
-  * Many figures of speech such as [Apostrophe](../figs-apostrophe/01.md).
-  * Parallel lines (see [Parallelism](../figs-parallelism/01.md) and [Parallelism with the Same Meaning](../figs-synonparallelism/01.md))
-  * Repetition of some or all of a line
-      * **Praise him, all his angels; praise him, all his angel armies. Praise him, sun and moon; praise him, all you shining stars.** (Psalm 148:2-3 ULB)
-  * Lines of similar length.
-      * **Love is patient and kind; love does not envy or boast; it is not arrogant or rude.** (1 Corinthians 13:4 ULB)
-  * The same sound used at the end or at the beginning of two or more lines
-      * "Twinkle, twinkle little <u>star</u>. How I wonder what you <u>are</u>." (from an English rhyme)
-  *  The same sound repeated many times
-      *  "Peter, Peter, pumpkin eater" (from an English rhyme) 
-  * Old words and expressions
-  * Dramatic imagery
-  * Different use of grammar - including:
-      * incomplete sentences
-      * lack of connective words
+* Many figures of speech such as [Apostrophe](../figs-apostrophe/01.md).
+* Parallel lines (see [Parallelism](../figs-parallelism/01.md) and [Parallelism with the Same Meaning](../figs-synonparallelism/01.md))
+* Repetition of some or all of a line
+    * **Praise him, all his angels; praise him, all his angel armies. Praise him, sun and moon; praise him, all you shining stars.** (Psalm 148:2-3 ULB)
+* Lines of similar length.
+    * **Love is patient and kind; love does not envy or boast; it is not arrogant or rude.** (1 Corinthians 13:4 ULB)
+* The same sound used at the end or at the beginning of two or more lines
+    * "Twinkle, twinkle little <u>star</u>. How I wonder what you <u>are</u>." (from an English rhyme)
+* The same sound repeated many times
+    * "Peter, Peter, pumpkin eater" (from an English rhyme) 
+* Old words and expressions
+* Dramatic imagery
+* Different use of grammar - including:
+    * incomplete sentences
+    * lack of connective words
 
 #### Some places to look for poetry in your language
 
-  1. Songs, particularly old songs or songs used in children's games
-  1. Religious ceremony or chants of priests or witch doctors
-  1. Prayers, blessings, and curses
-  1. Old legends
+1. Songs, particularly old songs or songs used in children's games
+1. Religious ceremony or chants of priests or witch doctors
+1. Prayers, blessings, and curses
+1. Old legends
 
 #### Elegant or fancy speech
 
@@ -35,8 +35,8 @@ Elegant or fancy speech is similar to poetry in that it uses beautiful language,
 
 #### Reasons this is a translation issue:
 
-  * Different languages use poetry for different things. If a poetic form would not communicate the same meaning in your language you may need to write it without the poetry.  
-  * In some languages, using poetry for a particular part of the Bible would make it much more powerful.
+* Different languages use poetry for different things. If a poetic form would not communicate the same meaning in your language you may need to write it without the poetry.  
+* In some languages, using poetry for a particular part of the Bible would make it much more powerful.
 
 ### Examples from the Bible
 
@@ -63,9 +63,10 @@ This example repeats the phrases "give thanks" and "his covenant faithfulness en
 
 If the style of poetry that is used in the source text would be natural and give the right meaning in your language, consider using it. If not, here are some other ways of translating it.
 
-  1. Translate the poetry using one of your styles of poetry.
-  1. Translate the poetry using your style of elegant speech.
-  1. Translate the poetry using  your style of ordinary speech.
+1. Translate the poetry using one of your styles of poetry.
+1. Translate the poetry using your style of elegant speech.
+1. Translate the poetry using  your style of ordinary speech.
+
 If you use poetry it may be more beautiful. 
 
 If you use ordinary speech it may be more clear.
@@ -95,4 +96,5 @@ The following are examples of how people might translate Psalm 1:1,2.
 
 3) Translate the poetry using your style of ordinary speech.
 
-  * The people who do not listen to the advice of bad people are really happy. They do not spend time with people who continually do evil things or with those who do not respect God. They love to obey Yahweh's law, and they think about it all the time.
\ No newline at end of file
+* The people who do not listen to the advice of bad people are really happy. They do not spend time with people who continually do evil things or with those who do not respect God. They love to obey Yahweh's law, and they think about it all the time.
+
diff --git a/translate/writing-pronouns/01.md b/translate/writing-pronouns/01.md
index 33cf02a..0097ab1 100644
--- a/translate/writing-pronouns/01.md
+++ b/translate/writing-pronouns/01.md
@@ -16,9 +16,9 @@ Each language has its rules and exceptions to this usual way of referring to peo
 
 #### Reasons this is a translation issue  
 
-  * If translators use a pronoun at the wrong time for their language, readers might not know who the writer is talking about. 
-  * If translators too frequently refer to a main character by name, listeners of some languages might not realize that the person is a main character, or they might think that there is a new character with the same name.
-  * If translators use pronouns, nouns, or names at the wrong time, people might think that there is some special emphasis on the person or thing it refers to.
+* If translators use a pronoun at the wrong time for their language, readers might not know who the writer is talking about. 
+* If translators too frequently refer to a main character by name, listeners of some languages might not realize that the person is a main character, or they might think that there is a new character with the same name.
+* If translators use pronouns, nouns, or names at the wrong time, people might think that there is some special emphasis on the person or thing it refers to.
 
 ### Examples from the Bible 
 
@@ -46,8 +46,8 @@ Jesus is the main character of the book of Matthew, but in the verses below he i
 
 1. If it would not be clear to your readers whom or what a pronoun refers to, use a noun or name.
 
-  * **Again Jesus walked into the synagogue, and a man with a withered hand was there. <u>They</u> watched <u>him</u> to see if <u>he</u> would heal <u>him</u> on the Sabbath.** (Mark 3:1-2 ULB) 
-      * Again Jesus walked into the synagogue, and a man with a withered hand was there. <u>Some Pharisees</u> watched <u>Jesus</u> to see if <u>he</u> would heal <u>the man</u> on the Sabbath. (Mark 3:1-2 UDB)
+    * **Again Jesus walked into the synagogue, and a man with a withered hand was there. <u>They</u> watched <u>him</u> to see if <u>he</u> would heal <u>him</u> on the Sabbath.** (Mark 3:1-2 ULB) 
+        * Again Jesus walked into the synagogue, and a man with a withered hand was there. <u>Some Pharisees</u> watched <u>Jesus</u> to see if <u>he</u> would heal <u>the man</u> on the Sabbath. (Mark 3:1-2 UDB)
 
 2. If repeating a noun or name would lead people to think that a main character is not a main character, or that the writer is talking about more than one person with that name, or that there is some kind of emphasis on someone when there is no emphasis, use a pronoun instead.
 
diff --git a/translate/writing-proverbs/01.md b/translate/writing-proverbs/01.md
index 795cbaa..68921fa 100644
--- a/translate/writing-proverbs/01.md
+++ b/translate/writing-proverbs/01.md
@@ -12,7 +12,7 @@ Another example from Proverbs.
 >It has no commander, officer, or ruler,  
 >yet it prepares its food in the summer,  
 >and during the harvest it stores up what it will eat. (Proverbs 6:6-8 ULB)
- 
+
 #### Reason this is a translation issue
 
 Each language has its own ways of saying proverbs. There are many proverbs in the Bible. They need to be translated in the way that people say proverbs in your language, so that people recognize them as proverbs and understand what they teach.
@@ -33,36 +33,38 @@ This means that a lazy person is very annoying to those who send him to do somet
 >but it is destruction for the wicked. (Proverbs 10:29 ULB)
 
 This means that Yahweh protects people who do what is right, but he destroys those who are wicked.
- 
+
 ### Translation Strategies
 
 If translating a proverb literally would be natural and give the right meaning in your language, consider doing that. If not, here are some options: 
 
-  1. Find out how people say proverbs in your language, and use one of those ways. 
-  1. If certain objects in the proverb are not known to many people in your language group, consider replacing them with objects that people know and that function in the same way in your language. 
-  1. Substitute a proverb in your language that has the same teaching as the proverb in the Bible.
-  1. Give the same teaching but not in a form of a proverb.
+1. Find out how people say proverbs in your language, and use one of those ways. 
+1. If certain objects in the proverb are not known to many people in your language group, consider replacing them with objects that people know and that function in the same way in your language. 
+1. Substitute a proverb in your language that has the same teaching as the proverb in the Bible.
+1. Give the same teaching but not in a form of a proverb.
 
 ### Examples of Translation Strategies Applied
 
 1) Find out how people say proverbs in your language, and use one of those ways. 
 
 * **A good name is to be chosen over great riches,**  
+
 **and favor is better than silver and gold.** (Proverbs 22:1 ULB) 
 
 Here are some ideas for ways that people might say a proverb in their language.
 
-  * It is better to have a good name than to have great riches, and to be favored by people than to have silver and gold.
-  * Wise people choose a good name over great riches, and favor over silver and gold.
-  * Try to have a good reputation rather than great riches.
-  * Will riches really help you? I would rather have a good reputation.
+* It is better to have a good name than to have great riches, and to be favored by people than to have silver and gold.
+* Wise people choose a good name over great riches, and favor over silver and gold.
+* Try to have a good reputation rather than great riches.
+* Will riches really help you? I would rather have a good reputation.
 
 2) If certain objects in the proverb are not known to many people in your language group, consider replacing them with objects that people know and that function in the same way in your language. 
 
 * **Like <u>snow in summer</u> or rain in harvest,**  
+
 **so a fool does not deserve honor.** (Proverbs 26:1 ULB)
 
-    * It is not natural for <u>a cold wind to blow in the hot season</u> or for it to rain in the harvest season; And it is not natural to honor a foolish person.
+* It is not natural for <u>a cold wind to blow in the hot season</u> or for it to rain in the harvest season; And it is not natural to honor a foolish person.
 
 3) Substitute a proverb in your language that has the same teaching as the proverb in the Bible.
 
@@ -72,7 +74,9 @@ Here are some ideas for ways that people might say a proverb in their language.
 4) Give the same teaching but not in a form of a proverb.
 
 * **A generation that curses their father and does not bless their mother,**  
+
 **that is a generation that is pure in their own eyes,**  
 **but they are not washed of their filth.** (Proverbs 30:11-12 ULB)
 
-    * People who do not respect their parents think that they are righteous, and they do not turn away from their sin.
\ No newline at end of file
+* People who do not respect their parents think that they are righteous, and they do not turn away from their sin.
+
diff --git a/translate/writing-quotations/01.md b/translate/writing-quotations/01.md
index 16ef29c..94c37fc 100644
--- a/translate/writing-quotations/01.md
+++ b/translate/writing-quotations/01.md
@@ -1,4 +1,4 @@
- 
+
 
 
 ### Description
@@ -19,9 +19,9 @@ When writing that someone said something, some languages put the quote (what was
 
 #### Reasons this is a translation issue
 
-  * Translators need to put the quote margin where it is most clear and natural in their language.
-  * Translators need to decide whether they want the quote margin to have one or two verbs meaning "said."
-  * Translators need to decide which marks to use around the quotation.
+* Translators need to put the quote margin where it is most clear and natural in their language.
+* Translators need to decide whether they want the quote margin to have one or two verbs meaning "said."
+* Translators need to decide which marks to use around the quotation.
 
 ### Examples from the Bible
 
@@ -47,21 +47,22 @@ When writing that someone said something, some languages put the quote (what was
 
 ### Translation Strategies
 
-  1. Decide where to put the quote margin.
-  1. Decide whether to use one or two words meaning "said."
+1. Decide where to put the quote margin.
+1. Decide whether to use one or two words meaning "said."
 
 ### Examples of Translation Strategies Applied
 
 1. Decide where to put the quote margin.
 
-  * **"Therefore, those who can," <u>he said,</u> "should go there with us. If there is something wrong with the man, you should accuse him."**  (Acts 25:5 ULB)
-      * <u>He said,</u> "Therefore, those who can should go there with us. If there is something wrong with the man, you should accuse him."
-      * "Therefore, those who can should go there with us. If there is something wrong with the man, you should accuse him," <u>he said</u>.
-      * "Therefore, those who can should go there with us," <u>he said.</u> "If there is something wrong with the man, you should accuse him."
+    * **"Therefore, those who can," <u>he said,</u> "should go there with us. If there is something wrong with the man, you should accuse him."**  (Acts 25:5 ULB)
+        * <u>He said,</u> "Therefore, those who can should go there with us. If there is something wrong with the man, you should accuse him."
+        * "Therefore, those who can should go there with us. If there is something wrong with the man, you should accuse him," <u>he said</u>.
+        * "Therefore, those who can should go there with us," <u>he said.</u> "If there is something wrong with the man, you should accuse him."
 
 2. Decide whether to use one or two words meaning "said."
 
-  * **But his mother <u>answered and said</u>, "No, instead he will be called John."** (Luke 1:60 ULB)
-      * But his mother <u>replied</u>, "No, instead he will be called John."
-      * But his mother <u>said</u>, "No, instead he will be called John."
-      * But his mother <u>answered</u> like this, "No, instead he will be called John," she <u>said</u>.
\ No newline at end of file
+    * **But his mother <u>answered and said</u>, "No, instead he will be called John."** (Luke 1:60 ULB)
+        * But his mother <u>replied</u>, "No, instead he will be called John."
+        * But his mother <u>said</u>, "No, instead he will be called John."
+        * But his mother <u>answered</u> like this, "No, instead he will be called John," she <u>said</u>.
+
diff --git a/translate/writing-symlanguage/01.md b/translate/writing-symlanguage/01.md
index df2caa3..9024e86 100644
--- a/translate/writing-symlanguage/01.md
+++ b/translate/writing-symlanguage/01.md
@@ -17,6 +17,7 @@ This was in a dream. Eating the scroll is a symbol of reading and understanding
 People who read the Bible today may find it hard to recognize that the language is symbolic, and they may not know what the symbol stands for.
 
 #### Translation Principles  
+
 - When symbolic language is used, it is important to keep the symbol in the translation. 
 - It is also important not to explain the symbol more than the original speaker or writer did, since he may not have wanted everyone living then to be able to understand it easily.
 
@@ -34,20 +35,21 @@ This passage explains the meaning of the seven lampstands and the seven stars. T
 
 ### Translation Strategies
 
-  1. Translate the text with the symbols. Often the speaker or author explains the meaning later in the passage.
-  1. Translate the text with the symbols. Then explain the symbols in footnotes.
+1. Translate the text with the symbols. Often the speaker or author explains the meaning later in the passage.
+1. Translate the text with the symbols. Then explain the symbols in footnotes.
 
 ### Examples of Translation Strategies Applied
 
 1. Translate the text with the symbols. Often the speaker or author explains the meaning later in the passage.
 
-  * **After this I saw in my dream at night <u>a fourth animal</u>, terrifying, frightening, and very strong. It had <u>large iron teeth</u>; it devoured, broke in pieces, and trampled underfoot what was left. It was different from the other animals, and it had <u>ten horns</u>.**  (Daniel 7:7 ULB) - People will be able to understand what the symbols mean when they read the explanation in Daniel 7:23-24.
+    * **After this I saw in my dream at night <u>a fourth animal</u>, terrifying, frightening, and very strong. It had <u>large iron teeth</u>; it devoured, broke in pieces, and trampled underfoot what was left. It was different from the other animals, and it had <u>ten horns</u>.**  (Daniel 7:7 ULB) - People will be able to understand what the symbols mean when they read the explanation in Daniel 7:23-24.
 
 2. Translate the text with the symbols. Then explain the symbols in footnotes.
 
-  * **After this I saw in my dream at night <u>a fourth animal</u>, terrifying, frightening, and very strong. It had <u>large iron teeth</u>; it devoured, broke in pieces, and trampled underfoot what was left. It was different from the other animals, and it had <u>ten horns</u>.**  (Daniel 7:7 ULB)
-      * After this I saw in my dream at night a fourth animal,<sup>1</sup>   terrifying, frightening, and very strong. It had large iron teeth;<sup>2</sup>   it devoured, broke in pieces, and trampled underfoot what was left. It was different from the other animals, and it had ten horns.<sup>3</sup> 
-      * The footnotes would look like:
-          * <sup>[1]</sup>  The animal is a symbol for a kingdom. 
-          * <sup>[2]</sup>  The iron teeth is a symbol for the kingdom's powerful army.  
-          * <sup>[3]</sup>  The horns are a symbol of powerful kings.
\ No newline at end of file
+    * **After this I saw in my dream at night <u>a fourth animal</u>, terrifying, frightening, and very strong. It had <u>large iron teeth</u>; it devoured, broke in pieces, and trampled underfoot what was left. It was different from the other animals, and it had <u>ten horns</u>.**  (Daniel 7:7 ULB)
+        * After this I saw in my dream at night a fourth animal,<sup>1</sup>   terrifying, frightening, and very strong. It had large iron teeth;<sup>2</sup>   it devoured, broke in pieces, and trampled underfoot what was left. It was different from the other animals, and it had ten horns.<sup>3</sup> 
+        * The footnotes would look like:
+            * <sup>[1]</sup>  The animal is a symbol for a kingdom. 
+            * <sup>[2]</sup>  The iron teeth is a symbol for the kingdom's powerful army.  
+            * <sup>[3]</sup>  The horns are a symbol of powerful kings.
+