Stop numbering from sub-sub-sections downward

ICHLL_Brenon.md

@@ -203,8 +203,6 @@ attributes.
 
 [^div]: [https://tei-c.org/release/doc/tei-p5-doc/en/html/ref-div.html](https://tei-c.org/release/doc/tei-p5-doc/en/html/ref-div.html)
 
-## Content
-
 ## A graph problem
 
 The XML-TEI specification contains 590 elements, which are each documented on
@@ -223,7 +221,7 @@ document.
 
 ![The subgraph of the *dictionaries* module](ressources/dictionaries.png)
 
-### Definitions
+### Definitions {-}
 
 By iterating several times the operation of moving on that graph along one edge,
 that is, by considering the transitive closure of the relation "be connected by
@@ -247,7 +245,7 @@ directly contain another one, it may contain a `<geogName/>` which, in turn, may
 contain a new `<address/>` element.  From a graph theory perspective, we can say
 that it admits an inclusion cycle of length two.
 
-### Applications
+### Applications {-}
 
 Using classical, well-known methods such as Dijkstra's algorithm (Dijkstra, 1959)
 allows us to explore the shortest inclusion paths that exist between elements.
@@ -289,7 +287,9 @@ length 3 returns as expected the path through `<entry/>`, among others. Overall,
 we get a good general idea: `<pos/>` does not need to be nested very deep, it
 can appear quite near the "surface" of article entries.
 
-### The `<entry/>` element
+## Content of the module
+
+### The `<entry/>` element {-}
 
 The central element of the *dictionaries* module is the `<entry/>` element meant
 to encode one single entry in a dictionary, that is to say a head word
@@ -309,7 +309,7 @@ as the natural top-most element for an article. This somewhat contrived example
 hopes to further demonstrate the application of a graph-centred approach to
 understand the inner workings of the XML-TEI schema.
 
-### Information about the headword itself
+### Information about the headword itself {-}
 
 Once a block for an article is created, it may contain elements useful to
 represent features such as
@@ -329,7 +329,7 @@ provides the encoder with a toolbox to describe all the information related to
 the form the entry is found at and seems general enough to accomodate the
 structure of any book indexing entries by words.
 
-### Cross-references
+### Cross-references {-}
 
 A common feature shared by dictionaries and encyclopedias is the ability to
 connect entries together by using a word or short phrase as the link, referring
@@ -348,7 +348,7 @@ in this description of the toolbox because it is particularly useful in the
 context of dictionaries. This element may have a target attribute which points
 to the other resource to be accessed by the interested reader.
 
-### Content
+### Definitions {-}
 
 The remaining part of entries is also usually the largest and represents the
 content associated to the headword by the entry. In a dictionary, that is its
@@ -360,7 +360,7 @@ of this versatile element) and other high-level information such as translations
 in other languages. Both `<def/>` and `<usg/>` elements may appear directly
 under the `<entry/>`.
 
-### Structural remarks
+### Structural remarks {-}
 
 Before concluding this description of the *dictionaries* module from the
 perspective of someone trying to concretely encode a particular dictionary or
@@ -422,7 +422,7 @@ noticeable differences. It is difficult to make a precise list because the
 editorial choices may vary greatly between encyclopedias but we discuss some of
 the most obvious.
 
-### Organised knowledge
+### Organised knowledge {-}
 
 The first immediately visible feature that sets encyclopedias apart from
 dictionaries and can be found in the *Encyclopédie* as well as in *La Grande
@@ -468,7 +468,7 @@ This point, although not the most concerning, still remains the hardest to
 address but all things considered the `<usg/>` element stands out as the most
 relevant.
 
-### The notion of meaning
+### The notion of meaning {-}
 
 Notwithstanding the correct way to represent domains of knowledge, their extent
 itself raises concerns regarding the *dictionaries* module. Indeed, among the
@@ -501,7 +501,7 @@ idea that the term eludes definition, wrapping it in a `<sense/>`, or worse, a
 As a result, the use of `<sense/>` and `<def/>` is not appropriate for
 encyclopedic content in general.
 
-### Nested structures
+### Nested structures {-}
 
 The final difficulty can be considered as a partial consequence of the previous
 one on the structure of articles. The difficulty to define complex concepts is
@@ -533,7 +533,7 @@ and `<title/>` — the latter with the possibility to set its `type` attribute t
 `sub` — stand out as the best candidates for the semantics condition on the
 second element.
 
-#### Candidates in the *dictionaries* module
+#### Candidates in the *dictionaries* module {-}
 
 Filtering the content of the module to keep only the elements which can at the
 same time contain themselves, be included under `<entry/>` and include a `<p/>`
@@ -570,7 +570,7 @@ proof that none of these elements could fulfill our purpose, it is a fact than
 no element in this module appears as an obvious good solution and a serious hint
 to keep looking somewhere else.
 
-#### Widening the search
+#### Widening the search {-}
 
 We hence widen our search to include elements outside the *dictionaries* module
 which could be used to encode our sections and subsections, under the same
@@ -616,7 +616,7 @@ article, "Cathète" from tome 9.
 
 ![La Grande Encyclopédie, tome 9, article "Cathète"](ressources/cathète_t9.png)
 
-### The scheme
+### The scheme {-}
 
 Remaining within the *core* module for the structure, almost all useful elements
 are available and our encoding scheme merely quotes the official documentation.
@@ -719,7 +719,7 @@ may and should be used with our encoding scheme.
 
 ![](snippets/alcala.png)
 
-### Currently implemented
+### Currently implemented {-}
 
 The reference implementation for this encoding scheme is the program
 soprano[^soprano] developed within the scope of project DISCO-LGE to
@@ -825,7 +825,7 @@ back and forth between trying to find patterns in the graph which reflects the p
 found in the text and questioning the relevance of the results explains the
 choice we ended up making but also the alternatives we have considered.
 
-### Bend the semantics
+### Bend the semantics {-}
 
 Several times, the issue of the semantics of some elements which posess the
 properties we need came up. This is the case for instance of the `<sense/>` and
@@ -844,7 +844,7 @@ developments that occur in the articles.
 We have chosen not to follow the same path in the name of the FAIR principles to
 avoid the emergence of a custom usage differing from the documented one.
 
-### Custom schema
+### Custom schema {-}
 
 The other major reason behind our choice was the inclusion rules which exist
 between TEI elements and pushed us to look for different combinations. Another

feedback.txt

@@ -4,16 +4,16 @@ Spelling
 Consistently use British English spelling.
 
 Title
--Do not capitalize important words in title, except for proper names or when it is generally required.
+oDo not capitalize important words in title, except for proper names or when it is generally required.
 -Provide academic affiliation under the name of author(s).
 -Avoid e-mail address here.
 -Delete topic and keywords, as they are not required at this stage.
 
 General remarks
 -Consistently call your work ‘this chapter’.
--Number sections with one digit (1., 2., etc.), and subsections with two digits (1.1, 1.2, etc.). Do not use sub-sub sections (2.1.1, 2.1.2, etc.). Do not use sub-sub-sub sections (2.1.1.1, 2.1.1.2, etc.).
+oNumber sections with one digit (1., 2., etc.), and subsections with two digits (1.1, 1.2, etc.). Do not use sub-sub sections (2.1.1, 2.1.2, etc.). Do not use sub-sub-sub sections (2.1.1.1, 2.1.1.2, etc.).
 -Use bold face for sections and subsections. Do not indent.
--Revise section numbering to avoid empty sub-sections, such as 2.1.
+oRevise section numbering to avoid empty sub-sections, such as 2.1.
 -Do not use bulleted lists. Write a paragraph instead.
 -Use 1cm indentation for the first line in all paragraphs except the first line of the (sub)section.
 -Revise the text. Avoid gaps and repetitions like “to future other scientific projects”.