OpenLLM-France/wikimedia huggingface dataset:
# Plus closure/Two-dimensional/Graded/Torsor/General case/Section

We look now at an arbitrary locally free sheaf ${\mathcal {S}}$ on $C$, a smooth projective curve over a finite field. We want to show that the same numerical criterion (formulated in terms of the Harder-Narasimhan filtration) for non-affineness of a torsor holds also for the finite annihilation of the corresponding cohomomology class (or the existence of a projective curve inside the torsor).

## Theorem

Let $K$ denote a finite field (or the algebraic closure of a finite field) and let $X$ be a smooth projective curve over $K$. Let ${\mathcal {S}}$ be a locally free sheaf over $X$ and let $c\in H^{1}(X,{\mathcal {S}})$ denote a cohomology class. Let ${\mathcal {S}}_{1}\subset \ldots \subset {\mathcal {S}}_{t}$ be a strong Harder-Narasimhan filtration of $F^{e*}({\mathcal {S}})$. We choose $i$ such that ${\mathcal {S}}_{i}/{\mathcal {S}}_{i-1}$ has degree $\geq 0$ and that ${\mathcal {S}}_{i+1}/{\mathcal {S}}_{i}$ has degree $<0$. We set
${\mathcal {Q}}=F^{e*}({\mathcal {S}})/{\mathcal {S}}_{i}$
* The class $c$ can be annihilated by a finite morphism.
* Some Frobenius power of the image of $F^{e*}(c)$ inside $H^{1}(X,{\mathcal {Q}})$ is $0$.

### Proof

Suppose that (1) holds. Then the torsor is not affine and hence by fact also (2) holds.
So suppose that (2) is true. By applying a certain power of the Frobenius, we may assume that the image of the cohomology class in ${\mathcal {Q}}$ is $0$. Hence the class stems from a cohomology class $c_{i}\in H^{1}(X,{\mathcal {S}}_{i})$. We look at the short exact sequence
    $0\longrightarrow {\mathcal {S}}_{i-1}\longrightarrow {\mathcal {S}}_{i}\longrightarrow {\mathcal {S}}_{i}/{\mathcal {S}}_{i-1}\longrightarrow 0,$
where the sheaf on the right hand side has a nonnegative degree. Therefore the image of $c_{i}$ in $H^{1}(X,{\mathcal {S}}_{i}/{\mathcal {S}}_{i-1})$ can be annihilated by a finite morphism due to fact. Hence, after applying a finite morphism, we may assume that $c_{i}$ stems from a cohomology class $c_{i-1}\in H^{1}(X,{\mathcal {S}}_{i-1})$. Going on inductively we see that $c$ can be annihilated by a finite morphism.
$\Box$

## Theorem

Let $C$ denote a smooth projective curve over the algebraic closure of a finite field $K$, let ${\mathcal {S}}$ be a locally free sheaf on $C$ and let $c\in H^{1}(C,{\mathcal {S}})$
$T\rightarrow C$
$T$

### Proof

Due to fact and fact, for both properties the same numerical criterion does hold.
$\Box$
These results imply the following theorem in the setting of a two-dimensional graded ring.

## Theorem

Let $R$ be a standard-graded, two-dimensional normal domain over (the algebraic closure of) a finite field. Let $I$ be an $R_{+}$-primary graded ideal. Then
    $I^{*}=I^{+}\,.$
This is also true for non-primary graded ideals and also for submodules in finitely generated graded submodules. Moreover, G. Dietz has shown that one can get rid also of the graded assumption (of the ideal or module, but not of the ring).
# Plus closure/Two-dimensional/Graded/Torsor/Strongly semistable/Section

We deal first with the situation of a strongly semistable sheaf ${\mathcal {S}}$ of degree $0$. The following two results are due to Lange and Stuhler. We say that a locally free sheaf is étale trivializable if there exists a finite étale morphism $\varphi \colon C'\rightarrow C$ such that $\varphi ^{*}({\mathcal {S}})\cong {\mathcal {O}}_{C'}^{r}$. Such bundles are directly related to linear representations of the étale fundamental group.

## Lemma

Let $K$ denote a finite field (or the algebraic closure of a finite field) and let $X$ be a smooth projective curve over $K$. Let ${\mathcal {S}}$ be a locally free sheaf over $X$. Then ${\mathcal {S}}$ is étale trivializable if and only if there exists some $n$ such that
$F^{n*}{\mathcal {S}}\cong {\mathcal {S}}$

## Theorem

Let $K$ denote a finite field (or the algebraic closure of a finite field) and let $X$ be a smooth projective curve over $K$. Let ${\mathcal {S}}$ be a strongly semistable locally free sheaf over $X$ of degree $0$. Then there exists a finite morphism
    $\varphi \colon Y\longrightarrow X$
$\varphi ^{*}({\mathcal {S}})$

### Proof

We consider the family of locally free sheaves $F^{e*}({\mathcal {S}})$, $e\in \mathbb {N}$. Because these are all semistable of degree $0$, and defined over the same finite field, we must have (by the existence of the moduli space for vector bundles) a repetition, i.e.
    $F^{e*}({\mathcal {S}})\cong F^{e'*}({\mathcal {S}})\,$
for some $e'>e$. By fact, the bundle $F^{e*}({\mathcal {S}})$ admits an étale trivialization $\varphi \colon Y\rightarrow X$. Hence the finite map $F^{e}\circ \varphi$ trivializes the bundle.
$\Box$

## Theorem

Let $K$ denote a finite field (or the algebraic closure of a finite field) and let $X$ be a smooth projective curve over $K$. Let ${\mathcal {S}}$ be a strongly semistable locally free sheaf over $X$ of nonnegative degree and let $c\in H^{1}(X,{\mathcal {S}})$ denote a cohomology class. Then there exists a finite morphism
    $\varphi \colon Y\longrightarrow X$
$\varphi ^{*}(c)$

### Proof

If the degree of ${\mathcal {S}}$ is positive, then a Frobenius pull-back $F^{e*}({\mathcal {S}})$ has arbitrary large degree and is still semistable. By Serre duality we get that $H^{1}(X,F^{e*}({\mathcal {S}}))=0$. So in this case we can annihilate the class by an iteration of the Frobenius alone.
So suppose that the degree is $0$. Then there exists by fact a finite morphism which trivializes the bundle. So we may assume that ${\mathcal {S}}\cong {\mathcal {O}}_{X}^{r}$. Then the cohomology class has several components $c_{i}\in H^{1}(X,{\mathcal {O}}_{X})$ and it is enough to annihilate them separately by finite morphisms. But this is possible by the parameter theorem of K. Smith (or directly using Frobenius and Artin-Schreier extensions).
$\Box$
# Pneumonia Examination
## History

* cough
** productive?
*** amount
*** color
*** odor/taste
*** hemoptysis
* fever, chills, rigors, SOB, chest pain (worse on inspiration), diaphoresis
* travel, infectious exposure, medications, EtOH
* underlying conditions: smoker, diabetes, cystic fibrosis, immunocomprimised, asthma, COPD, TB

## Physical Exam
### Inspection

** ill-looking
** SOB
** diaphoresis
** chills/rigors
** respiratory distress
cough

### palpation

** decreased chest expansion or asymetry
** lymphadenopathy
** increased tactile fremitus

### percussion

** dull
** decreased diaphragmatic excursion

### auscultation

** bronchial breath sounds in periphery
** decreased air entry
** crepitations ( coarse crackles )
** bronchophony -voice heard abnormally clearly over consolidated lung
** egaphony - listen to patient's chest as they make "e" sound, if +'ve will hear an "a" sound
** whispering pectoriloquay - pt whispers "1, 2, 3, 4", if clear then extreme consolidation

## Investigations to order

* CBC
* Blood cultures
* mantoux (TB)
* serology (mycoplasma, viruses)
* sputum
** gram stain, C&S
* CXR
** typical: discrete/lobar consolidation, air bronchograms
** atypical: diffuse/patchy/interstitial infiltrates

## External link

* Lung Sounds Breath sound recordings, waveforms and lesson notes
# Pneumothorax/Haemopneumothorax

A condition in which both blood and air fill the chest cavity. Can cause complications similar to a tension pneumothorax.
# Server-Side Scripting/Cookies and Sessions/Python (Flask)
## Try It

Copy and paste the code above into the following free online development environment or use your own Python (Flask) compiler / interpreter / IDE.
* Repl.it

## See Also

* Flask
# Server-Side Scripting/Document Databases/Python (Flask)
## Try It

* Use Docker/MongoDB to run a MongoDB server.
* Use Docker/Flask and copy and paste the code above to run as the flask application. Be sure to modify the MongoDB host address to match the address received by your MongoDB server.

## See Also

* Flask
* MongoDB
# Server-Side Scripting/Document Databases/Go
## Try It

See Server-Side Scripting/Routes and Templates/Go to create a test environment.
# Server-Side Scripting/Document Databases/Node.js (Express)
## Try It

See Server-Side Scripting/Routes and Templates/Node.js (Express) to create a test environment.
# Server-Side Scripting/Document Databases/PHP
## Try It

* Use Docker/MongoDB to run a MongoDB server.
* Use Docker/PHP and copy and paste the code above to run as the PHP application. Be sure to modify the MongoDB host address to match the address received by your MongoDB server.
# Server-Side Scripting/Document Databases/Python (FastAPI)
## Try It

See Server-Side Scripting/Routes and Templates/Python (FastAPI) to create a test environment.

## See Also

* FastAPI
* SQLite
# Server-Side Scripting/Internet Data/Go
## Try It

See Server-Side Scripting/Routes and Templates/Go to create a test environment.
# Technology for Educators/Educational Technology

See EME 2040 Course Schedule for overview of each week's activities.
Week 1 Reading
Read Chapter 1 of Lever-Duffy, J. and McDonald, J. (2007). Teaching and Learning with Technology (3rd Ed.). Upper Saddle River, NJ: Allyn and Bacon. ISBN 0-205-54325-1 [A similar chapter of a comparable textbook may be substituted.]
Week 1 Reading Quiz
Week 1 Discussion Prompt
This week's textbook reading discusses "educational technology." I'd like to complement this content with a discussion about what we each think constitutes "technology" (whether formally "educational" or not) and how such technologies can be used to support the teaching/learning process. Here's how we'll do this:
* Make a list of "technologies" you have access to. (Note: It is permissible and even encouraged to list technologies not in your text.)
* If you have time, review one or both of the following resources.
** Video interviews with UCF students [You only need to watch the first two sections/three minutes of this 10 minute RealPlayer streaming video.]
** PDF presentation on "Millennial Students and their Technologies"[pdf file; size=1.5MB]
* Revise your list as you feel appropriate.
* In your discussion posting...
** Provide your personal definition of "technology" and identify the two technologies from your list that you think are most useful in supporting the teaching/learning process.
** Share with us what criteria you used to decide which technologies are useful in supporting teaching/learning. Highlight for us how you think your list compares or contrasts with the ideas presented in your textbook. (To receive credit your posting may not substantially duplicate ideas already posted by someone else.)
* Reply to at least one original posting with a perspective different from yours and to at least one posting with a similar perspective.
Note: The deadlines for our weekly discussions are found in the Schedule. Please get in the habit of following our Discussion Protocols and Weekly Discussion Participation Rubric.
Week 1 Feedback Form
Week 1 Wrap-Up Audio Recording
# Technology for Educators/Student Technology Use

See EME 2040 Course Schedule for overview of each week's activities.
Week 2 Reading
Read Chapter 2 of Lever-Duffy, J. and McDonald, J. (2007). Teaching and Learning with Technology (3rd Ed.). Upper Saddle River, NJ: Allyn and Bacon. ISBN 0-205-54325-1 [A similar chapter of a comparable textbook may be substituted.]
Week 2 Reading Quiz
Week 2 Discussion Prompt
While technologies are chosen to support the teaching strategies necessary to enable fulfillment of stated learning objectives, how we view the teaching/learning process will affect the value we place on certain technologies.
This week we will build upon your technology selections from Week 1 as we consider which technologies are best suited for fulfilling certain approaches to teaching and learning.
* Access this Student Technology Use Matrix [pdf file; 17kb].
* Review your two posted technology choices from Week 1.
* Place your two technologies on the student use matrix. (Note: Some technologies might be placed in multiple quadrants depending upon how they're used.)
* Review the information on Bloom's taxonomy provided in Chapter 2 of your textbook.
* Consider which levels of Bloom's taxonomy are associated with which quadrants of the Student Technology Use Matrix. (You might find it helpful to examine the action verbs associated with each level.)
* In your discussion posting, re-state your two technologies from Week 1. For each technology, identify the quadrant(s) (i.e., A, B, C, D) in which you placed it. Share with us the level(s) of Bloom's taxonomy for which you think your two technologies are best suited. (Provide justification for your decisions.)
* Respond to the postings of at least two others. In each response, describe a possible learning activity for which one of the stated technologies is most appropriate. Be as specific as possible (e.g., grade level, subject area, etc.), but you do not need to create a full lesson plan.
Week 2 Feedback Form
Week 2 Wrap-Up Audio Recording
# Technology

Technology is the sum of techniques, skills, methods, and processes used in the production of goods or services or in the accomplishment of objectives, such as scientific investigation. Technology can be the knowledge of techniques, processes, and the like, or it can be embedded in machines to allow for operation without detailed knowledge of their workings. Systems (e.g. machines) applying technology by taking an input, changing it according to the system's use, and then producing an outcome are referred to as technology systems or technological systems.

## See Also

* Portal: Technology
* Wikipedia: Technology
* MIT: Science, Technology, and Society Courses
# Technology in the classroom

Technology can be used in many different ways in the classroom. There are also many types of technologies - encompassing computers (and general and/or specialised software), internet-enabled activities, video, audio, etc.

## What are the various technologies that can be used?

* Video - use videos to discuss a television programme in class; make your own video about your subject; get learners to make their own videos. See Educational Videos
* Audio - create listening activities for a language lesson; record your own radio programme in a podcast.
* Computer games
* Blogs - blogs can be used to share ideas between a linked community of learners, as well as the wider world.
* Wikis - use wikis to collaborate, brainstorm and refine ideas. Wikiversity is a wiki! See Learning to learn a wiki way

## What can technologies enable us to do?

* Technologies can help to engage learners through different kinds of stimuli - as well as in allowing learners to get actively involved in their own learning. The provision of different stimuli can be especially beneficial for younger learners, but these points, particularly that of "active involvement", can apply to any learner in any context.
* Technology can help make the material more interesting if it helps learners to relate the material to their everyday lives (eg. through discussing global events as presented on television).
* Through the use, analysis and possibly creation of media (ie writing in a blog, producing a video), we are facilitating learners to become more media literate.

## How can I integrate technologies into my class?

We are hoping to build a comprehensive web of pages that will be of help to teachers with this very question. We are still in process of developing these materials, but, for now, see Topic:Education and Technology and its links.

## What are the limitations of technologies?

Perhaps we can make a separate page here detailing the particular challenges that specific technologies bring, and what strategies educators have used to deal with these...?
Perhaps at Challenges to using technology in the classroom (?)
# Technosphere

The purpose of this page is, for a start, to collect good publicly accessible online sources dealing with the concept of "technosphere" as the aggregate of human technical artifacts and the related infrastructure that should be analyzed for being possibly quasi-autonomous. The technosphere is argued to have a huge mass and enormous diversity of form. The term sees much rarer use than "biosphere". This page may be extended for a broader purpose in future.
A less common word denoting a similar concept is "anthroposphere".
# Technology/Quiz

Technology is the keynote lecture for the school of technology. It one of a series on technology.
You are free to take this quiz based on |technology at any time.
To improve your score, read and study the lecture, the links contained within, listed under See also, External links, and in the {{technology resources}} templates.
This should give you adequate background to get 100 %.
As a "learning by doing" resource, this quiz helps you to assess your knowledge and understanding of the information, and it is a quiz you may take over and over as a learning resource to improve your knowledge, understanding, test-taking skills, and your score.
Suggestion: Have the lecture available in a separate window.
To master the information and use only your memory while taking the quiz, try rewriting the information from more familiar points of view, or be creative with association.
Enjoy learning by doing!

## Hypotheses

* Technology can be used to enhance humanity or provide more leisure time.
# Technology for Educators

This course covers the application of instructional design principles for the use of technology to enhance the quality of teaching and learning in the classroom. The course includes hands-on experience with educational media, emerging technologies and hardware, software and peripheral for the personal computer as well as data-driven decision-making processes. Identification of appropriate software for classroom applications, classroom procedures for integrating technologies with emphasis on legal and ethical use and effective instructional strategies for teachers and students with regard to research, analysis and demonstration of technology will be covered. Students will be provided with an overview of the Florida Educator Accomplished Practices, Common Core State Standards and the National Educational Technology Standards.

## Lessons

* Educational Technology
* Student Technology Use
# Sylheti language/Expressing temporal information

Time is called "shomoy" in Sylheti

## Units of Time

| English | Bengali script |
| Second | সেকেন্ড sekenD |
| Minute | মিনিট miniT |
| Hour | ঘন্টা ghonTa |
| Day | দিন din |
| Week | হাফতা hafta |
| Month | মাস maash |
| Year | বছর bosor |
| Generation | জমানা zomana |

## Moments of the day

| English | Bengali script |
| Night | রাইত (বালা) rait (bala) |
| Day | দিন (বালা) din (bala) |
| Midnight | গভীর রাইত gobhir rait |
| Pre-dawn | ফতা (বালা) fota (bala) |
| Dawn | ফজর (বালা) fozor (bala) |
| Morning | সকাল/বিয়ান (বালা) shokhal/biyan (bala) |
| Noon | দুপুর/দুইপর (বালা) dufur/duifor (bala) |
| Afternoon | বিকাল (বালা) bikal (bala) |
| Sunset | মুগরিব mugrib |

## Days of the week

| English | Bengali script |
| Monday | সোমবার Shombar |
| Tuesday | মঙ্গলবার Mongolbar |
| Wednesday | বুধবার Budhbar |
| Thursday | বিশুদ্ধবার Bishudhbar |
| Friday | জুম্মাবার Zummabar |
| Saturday | সনিবার Shonibar |
| Sunday | রইববার Roibbar |
# Sylheti language/Family

| English | Bengali script | Sylheti script | Latin script |
| Parents | মা-বাপ | ꠝꠣ-ꠛꠣꠚ | maa-baaf |
| Family (grandparents to grandchildren) | গোষ্ঠী | ꠉꠥꠡ꠆ꠐꠤ | gushti |
| Family (extended) | হাবিগোষ্ঠী/খান্দান | ꠢꠣꠛꠤ ꠉꠥꠡ꠆ꠐꠤ/ ꠈꠣꠘ꠆ꠖꠣꠘ꠆ | habigushti/khandan |
| Family (close; parents to children) | পরিবার/সংসার | ꠚꠞꠤꠛꠣꠞ꠆/ꠡꠋꠉꠡꠣꠞ | foribar/shongshar |
| Caste | বংশ | | khandan/bongsho |
| Father | বাপ | ꠛꠣꠚ | baaf |
| Mother | মা | ꠝꠣ | maa |
| Maternal grandfather | নানা | ꠘꠣꠘꠣ | nana |
| Maternal grandmother | নানী | ꠘꠣꠘꠤ | nani |
| Paternal grandfather | দাদা | ꠖꠣꠖꠣ | dada |
| Paternal grandmother | দাদী | ꠖꠣꠖꠤ | dadi |
| Paternal uncle | চাচা | ꠌꠣꠌꠣ | sasa |
| Paternal uncle's wife | চাচী | ꠌꠣꠌꠤ | sasi |
| Paternal aunt | ফুফু/হুফু | | fufu / hufu |
| Paternal aunt's husband | ফুফা/হুফা | | fufa / hufa |
| Maternal uncle | মামা | ꠝꠣꠝꠣ | mama |
| Maternal uncle's wife | মামী | ꠝꠣꠝꠤ | mami |
| Maternal aunt | খালা/খালাম্মা/মই | ꠈꠣꠟꠣ/ꠈꠣꠟꠣꠝ꠆ꠝꠣ/ꠝꠁ | khala/khalamma/moi |
| Maternal aunt's husband | খালু | ꠈꠣꠟꠥ | khalu |
| Father-in-law | হউর | | hour |
| Mother-in-law | হড়ী | | hori |
| Brother | ভাই | ꠜꠣꠁ | bhai |
| Sister | বইন/বুআই | | boin/buai |
| Son | ফুআ/ফুয়া | | phua/fua |
| Daughter | ফুরি | | furi |
| Grandson | নাতি | | nati |
| Granddaughter | নাতিন | | natin |
| Husband | জামাই | ꠎꠣꠝꠣꠁ | zamai |
| Wife | বউ | ꠛꠃ | bou |
| Nephew (brother's son) | ভাতিজা | | bhatiza |
| Niece (brother's daughter) | ভাতিজি | | bhatizi |
| Nephew (sister's son) | ভাইগ্না | | bhaigna |
| Niece (sister's daughter) | ভাগ্নি | | bhagni |
| Cousin (paternal uncle's son) | চাচার ঘর'র ভাই | | sasar ghoror bhai |
| Cousin (paternal uncle's daughter) | চাচার ঘর'র বইন | | sasar ghoror boin |
| Cousin (maternal uncle's son) | মামার ঘর'র ভাই | ꠝꠣꠝꠣ | mamar ghoror bhai |
| Cousin (maternal uncle's daughter) | মামার ঘর'র বইন | ꠝꠣꠝꠣ | mamar ghoror boin |
| Cousin (paternal aunt's son) | ফুফুর ঘর'র ভাই | | fufur ghoror bhai |
| Cousin (paternal aunt's daughter) | ফুফুর ঘর'র বইন | | fufur ghoror boin |
| Cousin (maternal aunt's son) | খালার ঘর'র ভাই | | khalar ghoror bhai |
| Cousin (maternal aunt's daughter) | খালার ঘর'র বইন | | khalar ghoror boin |
| Brother-in-law (husband's older brother) | | | bhashur |
| Brother-in-law (husband's younger brother) | দেওর | ꠖꠦꠃꠞ | deor |
| Brother-in-law (wife's older brother) | | | shomondik |
| Brother-in-law (wife's younger brother) | হালা | | hala |
| Brother-in-law (older sister's husband) | | | dulabhai |
| Brother-in-law (younger sister's husband) | | | |
| Sister-in-law (wife's older sister) | | | jethali |
| Sister-in-law (wife's younger sister) | হালী | | hali |
| Sister-in-law (husband's older sister) | | | nonhuri |
| Sister-in-law (husband's younger sister) | ননন্দ | | nonond |
| Sister-in-law (husband’s brother’s wife) | জাল | | zal |
| Sister-in-law (older brother's wife) | ভাবী | | bhabi |
| Sister-in-law (younger brother's wife) | | | |
| Dad/Daddy | আব্বু/আব্বা/বাবা | ꠀꠛ꠆ꠛꠥ/ꠀꠛ꠆ꠛꠣ/ꠛꠣꠛꠣ | abbu/abba/baba |
| Mum/Mummy | আম্মা/আম্মু/মা/মাই | ꠀꠝ꠆ꠝꠣ/ꠀꠝ꠆ꠝꠥ/ꠝꠣ/ꠝꠣꠁ | amma/ammu/maa/mai |
# Sylheti language/Expressing locative information

Whereas English uses prepositions or prepositional phrases to denote positions with respect to a reference point, Bengali uses postpositions, that is, the funcional word is placed after (post) the noun phrase, or postpositional phrases, to do the same job.
| English preposition | Sylheti postposition | Example |
| On | -or ufre | Tebulor ufre on the table |
| Under | -or nise/tole | Tebulor nise / Tebulor tole under the table |
| to the right of | -or daine | Example |
| to the left of | -or bame | Example |
| beside / next to | -or galat | Example |
| in front of | -or shamne | Example |
| behind | -or khore | Example |
| facing | Example | Example |
| at the top of | Example | Example |
| at the bottom of | Example | Example |
| in the middle of | Example | Example |
| at the center of | -or mazkhano | Example |
| at the edge of | Example | Example |
| in the corner of | -or kunat | Example |
| at the end of | Example | Example |
| around | Example | Example |
| inside of | -or bitre | Example |
| outside of | -or bara | Example |
| between | Example | Example |
# Sylheti language/Languages

| English | Bengali script | Transliteration |
| Sylheti | সিলেটি | sileṭi |
| Bengali | বাংলা | bangla |
| Arabic | আরবি | arobi, arbi |
| Egyptian Arabic | মিশরি আরবি | mishori arbi |
| Persian | ফার্সি | farsi |
| Turkish | তুর্কি | turki |
| Assamese | আসামি | Ashami |
| Chittagonian | চিটাগাঙ্গি | siṭagangi |
| Kokborok | তিপুরি | tifuri |
| Bishnupriya Manipuri | মনিপুরি | monifuri |
| Chakma | চাকমা | saxma |
| Sindhi | সিন্ধি | shindi |
| Gujarati | গুজরাতি | guzrati |
| Nepali | নেপালি | nefali |
| Rohingya | রুইঙ্গা | ruinga |
| English | ইংরাজি | ingrazi |
| British English | বিলাতি ইংরাজি | bilati ingrazi |
| American English | আমুরিকান ইংরাজি | amurikan ingrazi |
| Pashto | পশ্তু | foshtu |
| Sanskrit | সংস্কৃত | shongskrit |
| German | জার্মান | zarman |
| French | ফেন্স | fens |