A REVOLUTIONARY PROJECT TO ALLEVIATE POVERTY AND INCREASE LIVING STANDARDS

A Revolutionary Project to Alleviate

Poverty and Increase Living Standards

EXECUTIVE SUMMARY:

Conceptualized in 1998 by Mr. Imran Aziz, eVillage (Electronic Village) is a community service, social action, and/or educational facility where computers and related communications technologies are available to people who otherwise might have little or no opportunity to use or learn to use these technologies.

eVillage offers opportunities to improve education levels, gain job-related skills, and build personal and community capacity. It offers a place where participants gather together and link with the entire community. During the course of more than 8 years, eVillage has become an integral part of its community.

Since 1999, eVillage has evolved as the premier weapon in the battle to close the Digital Divide. It provides technology access, resources, support and training for people in low-income or isolated areas. It's usually open to the general public and supported by strong community involvement.

eVillage focuses on creating a myriad of opportunities for residents. A computer lab located in the largest and most centrally located area of Mughalpura, Lahore, Pakistan serves as the cornerstone of the project. eVillage continues to build on past and present efforts to educate and inform, with particular attention paid to the parents of the area’s students. By reaching into the homes and supporting the intellectual advancement of the entire community, eVillage hope to realize a positive impact in the classroom. eVillage accomplish this through a variety of methods, from technology-based after-school, college, and institute reading programs for students to a host of classes available to residents. We teach people how to help themselves both personally and professionally, reach out to the community through improved networked services, and strengthen our bonds with local institutions such as the community college, libraries, and surrounding schools. We will build on a historical foundation of community support and interaction to reach the next level of cooperation and achievement, doing so through the convergence of facilities, people, and planning.

Furthermore we will be deploying virtual community for our residents, which will connect them nationally and internationally with other communities.

SCOPE OF THE PROJECT

The community is diverse; eVillage does a lot of different things. Indeed, what is special about eVillage is that it has tailored to the immediate social, economic, linguistic, and cultural realities of the communities it serves. It is a community that works hard and depends on educational system to prepare their sons and daughters for the world. The power of eVillage is the chance it offers to improve upon what we are already doing for the students while offering a range of opportunities for parents and the rest of the community.

Need assessment revealed some of the key points given below:

v Technology, including communications and leaning technology is mushrooming all over the world.

v For people in low income communities access is prohibitive because cost of wiring, software, hardware and maintenance is beyond their means

v Knowledge of and familiarity with technology and the culture of computers is becoming increasingly important for living, employment and maximum access to educational resources.

v There are thousands of children, youth and adults in many areas across Pakistan who will not have adequate access to technology without this resource in their community

The expected support from Mr. Jawad Khaki would allow us a great deal of flexibility in offering programs and services to the community. With the infrastructure already in place, we can use the funds primarily for people and materials. We can subsidize classes, offering them for free or at cost (Appendix A). Funding would allow for distribution of hardware, software, and books to the community through incentive programs contingent upon successful completion of classes and workshops offered through the eVillage (Appendix B). We will also be able to establish stronger ties to the community by publicizing our efforts and soliciting the feedback, involvement, and support of our residents. By making the community stakeholders in the process, we hope to generate a positive climate that encourages participation and learning.

PROJECT GOALS

The mission of eVillage is simple: to provide opportunities for self-improvement to members of the community. The project goals outline the means by which we will provide for such improvement. The means of measuring the extent to which the goals and objectives have been met are also outlined. Our goals, objectives, outcomes, and measurements are as follows:

Goal 1: Increase technology literacy in the community (measured using pre and post-tests)

Objective 1.1: Target audience introduced to basic concepts

Outcome A: Identify computer hardware

Outcome B: Explain functions of each part of the computer

Outcome C: Perform basic computing operations as instructed

Outcome D: Differentiate between various types of software by function

Measurement: Pre and posttests and/or surveys

Measurement: Instructor observation

Objective 1.2: Target audience able to utilize technology to perform simple tasks

Outcome A: Create a document using word processing software

Outcome B: Explore the Internet using a web browser

Outcome C: Set up an e-mail account and learn how to send and receive email

Measurement: Completion of related projects

Measurement: Pre and posttests and surveys

Objective 1.3: Target audience able to utilize technology for self-improvement

Outcome A: Use a word processor to complete specific writing tasks (resume, cover letter, essay, poem, etc.)

Outcome B: Successfully perform research on particular topics using the Internet, i.e., job hunting

Outcome C: Use the Internet to explore ESL / TOEFL sites for assistance in learning the English language

Measurement: Pre and posttests and surveys

Goal 2: Improve student's reading scores

Objective 2.1: Use technology to improve reading ability

Outcome A: Increase word identification skills using software

Outcome B: Increase vocabulary using software

Measurement: Tracking of reading scores throughout the program

Measurement: Comparison against control groups using traditional methods

Measurement: Teacher surveys

Goal 3: Community outreach (linkages with libraries and other institutions)

Objective 3.1: Increase the community’s awareness of the availability of locality programs.

Outcome A: Publicize the acquisition of the grant and the objectives via local newspapers

Outcome B: Periodically contact the newspapers to visit and report on the community technology center

Outcome C: Periodically send press releases to the local newspapers

Outcome D: Profile participants in the program in the quarterly locality newsletter

Outcome E: Produce community mailings through class projects

Measurement: Gauge community awareness through polls, surveys, and monitoring of editorial responses to news releases

Goal 4: Increase employment opportunities and relevant skills

Objective 4.1: Offer opportunities to members of community to increase their employment skills and options via classes and workshops

Outcome A: Attendees of job search workshop are able to create a resume

Outcome B: Attendees of job search workshop are able to create a cover letter

Outcome C: Attendees of job search workshop are able to research job opportunities using on-line sources

Measurement: Completion of tasks

Measurement: Polls and surveys before and after workshop, as well as post-workshop tracking

Goal 5: Increase presence and use of technology in the community through incentive programs

Objective 5.1: Provide hardware and software to residents through an incentive program tied to completion of classes and workshops

Outcome A: Participants can practice and refine their skills at home

Outcome B: Learning occurs on a continual basis

Outcome C: Interest in the community technology center increases as residents seek to increase their knowledge and skills

Measurement: Tracking of attendees at classes and workshops, especially in topics that build off of previous classes

Measurement: Surveys and polling of residents who receive incentives to track how much they use the equipment and software, their overall satisfaction, and what types of classes or workshops they would like to offered in the future

Measurement: Suggestion box in the community technology center

Goal 6: Online Community

Objective 6.1: Building a community portal so that residents can interact with other national and international communities with the help of different collaborative tools like discussion boards, chat, and Audio/Video conferencing. This online community will update its users about latest news, new technologies, National/International job opportunities, scholarships in different universities/colleges, and all those media information services, which are beneficial for our local community. In addition to all these facilities we will provide community residents Virtual homes which will represent them globally and will create an online civilization to share each other’s ideas and making relationships without any restrictions.

Outcome A: Collaborative tools will help local communities to exchange their views with national and international communities and to know about their culture.
Outcome B: Media services will help people to know that what is new about their local as well as international communities.
Outcome C: Providing community residents’ virtual homes in cyberspace will be a new metamorphosis to extend the limitations of local social communities.

Measurement: Providing a poll for the evaluation of people’s response in virtual community and homes.

Adequacy of Resources

eVillage is a community initiative and largely supported by RAD Federation. The resources involved in this project are concentrated primarily in three areas: personnel, materials, and equipment.

eVillage is currently available to community that resides within the locality's boundaries. Given the present economy, literacy and technology skills can be of great benefit to those seeking to improve their situation. This applies not just to employment status, but to life in general. Parents want the best for their children; what eVillage offer is an opportunity to improve themselves as well. The economic impact occurred in several stages; the impact on the students over the long term resulted in higher academic achievement, better test scores, and greater educational opportunities over time. The adults in the community found ways to improve their job status and increase their income, in addition to gaining confidence in their abilities and helping them serve as role models for their children. For these reasons, we always believed that the costs associated with this project are nominal given the potential for positive impact.

PROJECT EVALUATION

The means of evaluating the success of each goal varies. We use a variety of quantitative and qualitative methods to track the progress of the project. All classes include pre and post-testing to determine the extent to which skills were learned. Surveys are constructed to determine community awareness and interest in the programs and services being offered, to gather feedback on a variety of topics, and to maintain a dialogue about the goals of the eVillage with the community. Reading scores of students in the technology-based reading skills program are tracked and compared to scores from previous years. All data collected is catalogued throughout the years, while periodically being reviewed to ensure that the goals are indeed being measured.

APENDIX A

Following are examples of Certificates/Diplomas being offered to the community. The exact nature of the offerings will be determined through feedback from the community to better assess educational demands.

1. Certificate in Fundamentals of Computer Science

Computer science involves far more than just the writing of computer programs. It is a technical rigorous field that requires a strong background in science subjects like physics, electronics, and mathematics.

The growing industrial and commercial reliance on Information Technology, it is imperative that we attempt to bring our youth with Arts background into the domain of Computer Science.

2. Certificate in Journalism and New Media

Journalism is undergoing a fundamental transformation. It is perhaps the most fundamental transformation of journalism since the rise of the penny press of the mid-19th century. In the twilight of the 20th century there is emerging a new form of journalism whose distinguishing qualities include ubiquitous news, global information access, instantaneous reporting, interactivity, and multimedia content and extreme content customization. In many ways it represents a potentially better form of journalism because it can re-engage an increasingly distrusting and alienated audience and citizenry. At the same time, it presents many threats to the most cherished values and standards of journalism. Authenticity of content, source verification, accuracy and truth are all suspect in a medium where anyone with a computer and a modem can become a global publisher.

3. Diploma in E-Commerce

The Programme begins by introducing e-commerce in its diverse aspects – technology, economics and management. Moreover course combines e-business theory with more advanced web development techniques and technologies; giving students the know-how and access to the tools they need to create dynamic and interactive e-commerce web sites It also aims to provide participants with a thorough comprehension of E-Commerce and E-Business in an interdisciplinary business approach to the creation of an E-Commerce system or E-Business. This course is highly recommended particularly for corporate executives and managers involved in the planning, development and implementations of E-Commerce initiatives

4. Diploma in New Media Development

The New Media Development Diploma provides a theoretical foundation in visual design and practical experience with industry standard software. New media developer works with today's newest advances in desktop computer technology. A developer draws on the skills of the computer programmer and the visual artist to integrate graphics, text, and digital audio and video with interactivity. This multimedia content can be delivered on CD-ROM, over the World Wide Web, or even on floppy disk. Internet Site Design and Multimedia Development are the two major fields, which are incorporated in this diploma. This program is focused on the design and technology skills required for employment, at an entry level, in the new media industry.

5. Certificate in Instructional Design for the New Media

This course will focus on how to efficiently deliver course content over the Internet. Particular care will be given to instructional design for the web, along with suggestions on what are considered to be good and bad practices for web-based instruction. Students will be introduced to notions of pedagogy and andragogy, which will be discussed in a web-based context. The evaluation of teaching and learning outcomes will be discussed extensively. A wide range of educational tools currently available on the Internet will be presented and used, allowing learners to understand their purpose from a learner's point of view.

6. Internet Technology Webmaster Certificate

The Internet Technology Webmaster Certificate program will equip you with the essential skills, knowledge and experience necessary to be a Web Developer or Webmaster, or to serve as a springboard into the growing world of electronic commerce. Course is incorporated with state-of-the-art LAB training, four MODULE projects and one Final project.

7. Diploma in Web-Engineering

Web Engineering, an emerging new discipline, advocates a process and a systematic approach to development of high quality Web-based systems. It promotes the establishment and use of sound scientific, engineering and management principles, and disciplined and systematic approaches to development, deployment and maintenance of Web-based systems. The growth of the Internet, Intranets, Extranets, and the World Wide Web has already had a significant impact on business, commerce, industry, banking and finance, education, government and entertainment sectors, and our personal and working life. Many legacy information and database systems are being migrated to the Internet and the Web environments. Electronic commerce through the Internet is rapidly growing, cutting across national boundaries. A wide range of new, complex distributed applications is emerging in the Web environment.

APENDIX B

In order to reinforce the concept of continuing education, various incentives will be utilized in conjunction with the Diploma/Certificate to be offered. These incentives should be viewed not merely as a reward, but as a means of supporting the goals of the project by extending the educational environment into the home.

Incentives are determined based on the content of the Diploma/Certificate. Receipt of any material or hardware is contingent upon successful completion of the relevant class or workshop and permission to gather data on the use and impact of the award.

TYPES OF INCENTIVES

§ Software

§ Books

§ Used computers

§ Digital cameras

§ Specific examples

§ Internet Intro class: participants would get a CD-ROM with Internet utilities and a related book.

§ Job Skills: class participants would get a package of quality stationary and envelopes to use for employment applications/resumes, and possibly related software.

§ PC Maintenance class: participants would get to take the PC they repair for their class project home.

§ Digital camera workshop: participants would be eligible for a camera

§ Monitoring Internet Access: participants would receive Internet filtering software.

§ Selecting software to increase English fluency: participants would receive software.

eVillage SPENDINGS SINCE 1999

Personnel Stipends	Pak Rupees	USD @ 60 PKR / USD
Director, Director Instructional Programs, Liaison Manager, Director Media, Technology Assistant, Three Instructors	6132000/-	102200/-
Sub Total	6132000/-	102200/-
Supplies
	Costs
Phone and Internet	504000/-	8400/-
Electricity	840000/-	14000/-
Books	500000/-	8333/-
Stationary	100000/-	1666/-
Sub Total	1944000/-	32400/-
Equipment
	Costs
	839000/-	13983/-
Sub Total	839000/-	13983/-
Land/Furniture
	Costs
Land Rent	588000/-	9800/-
Renovation	250000/-	4166/-
Furniture	300000/-	5000/-
Sub Total	1138000/-	18966/-
Grand Total	10053000/-	167550/-

eVillage BROCHURE

eVillage (Electronic Village) is a simple educational and technological platform whose objective is to support and promote communities and their members in the process of achieving sustainable development, social justice and peace through various social uplifting programmes and at the outset bridging gaps in between national and international communities.

eVillage exploits technology to build cultures of peace and economic equality to an extent that an increased cross-cultural exchange and volunteer community service for an underprivileged young generation is achieved. It is aimed to empower young people and enable them to develop their potentials and improve their own lives, fundamental elements for a more harmonic, solidarity and just collective social reality. eVillage also promote empowerment through challenging community development projects in humanitarian, educational and environmental fields and contribute to the psychological, emotional, physical, cultural, social and vocational development of children.

Building Capacity through education and technology to reduce poverty and increase living standard.

eVillage is focusing on creating a myriad of opportunities for residents and to build on past and present efforts to educate and inform, with particular attention paid to the parents of the students. Approach is further defined as teaching people how to help them both personally and professionally, reach out to the community through improved networked educational and technological services, and strengthen bonds with institutions such as the colleges, libraries, and schools. Who are isolated and don’t have access to Education and Technology and for citizens of all ages acquire the technology and technology skills they need to succeed in the future by providing equitable access to technology resources in homes, schools, universities and communities.

Educators: The eVillage Educators network strives to connect educators across the region by providing the open communication necessary to foster growth, professionalism, and pride among educators. The Network bridges the gap among educators by facilitating the sharing of ideas and classroom practice, providing support, and encouraging the lifelong learning essential to advancing the field of education. Moreover educator network is established to provide educational facilities to students without the barriers of time, space, disabilities and restrictions and promises education in every home by top teachers of region.

Students: We believe at eVillage that student supporting students makes a knowledgeable and problem solving community. They learn to help each other and try to set milestones to follow them at the level of success. Good students make good communities and communities are dependant on viability and vitality of their young ones. eVillage mention way for students to prepare for a career in an applied setting is to network with colleagues and practitioners in the field. Networking is defined as building relationships with people established in a specific area to obtain information about a field of interest, find out about possible job opportunities, or to help establish oneself in an area of practice.

Parents: eVillage provides a friendly, supportive environment led by parents and other caregivers. It's a place where anyone in a parenting role can openly discuss the successes and challenges of raising children. Where they can find and share support. How? By sitting down in front of computer and really talking. Network support groups are free of charge, and foster an open exchange of ideas, support, information and resources.

eVillage UPCOMING SYSTEM FAQS

• Gallery: eVillagers can share and display any of their images that they upload. Each image that is added can also be commented on by other eVillagers. Each user can select a specific group when they upload their images if they for example only want their friends to view their images or maybe not allow anyone else to see their images.
• Browse: Powerful search tool for eVillagers to find other eVillagers. One of the most used tools for eVillagers to meet other eVillagers.
• Blogs: Everybody has got to have a blog today and with eVillage framework it gives eVillagers the option to add blogs to their own personal profile, which also will be listed in the main "blog" section. This will allow other eVillagers to search other blogs and read up on what their friends are writing about.

• Forum: It’s a place where eVillagers can get together and discuss certain topics that have been created by users or admins.
• Rate: Images that are uploaded to the "gallery" section will also be added to the "rate" system. This system simply randomizes images when a user visits the section and allows them to rate on any image that comes up from a scale of 1-10 with 10 being the highest.
• Groups: This allows eVillagers to create a community within a large community. They will have their own forum, shoutbox, gallery, eVillagers page and main page.
• Classifieds: If eVillagers are looking for a job or want to sell or want to give gifts, books or their services this is a great place for them to start.
• Events: If eVillagers have an event like a party or birthday they can add it here so other eVillagers can reserve a spot to their party.
• Live Chat: Best way for eVillagers to get in touch with each other is using the live chat.
• Instant Messenger: If eVillagers would like to chat 1 on 1 with another member they can get on the IM to do so.

• Account & Profile Settings: Personal information eVillagers have such as their email or details about themselves they can edit at anytime using the easy to use account/profile system.
• Profile Picture: eVillagers can at anytime add or change their profile image which is displayed on their profile and on any item they add to the site such as blogs, comments etc...
• Design My Profile: This advanced easy to use tool gives eVillagers the ease to modify their profiles. They can change the entire color layout by simply selecting colors from a pallet and even upload a background image for their profile without any knowledge of CSS or HTML. Plus users can also add CSS code if they really want to pimp their profiles.
• Mail System: The mail system is a great way for users to keep in touch with each other and for them to constantly come back to your site.
• Submit Items: Any items a member can add to the site is listed in this section. It includes the upload image for the gallery, creation of blogs and creation of articles.
• My Items: All items added by eVillagers they will be able to edit/delete from this section.
• Friends & Favorites: Having friends and favorites in a community is very important and with this feature it will be a great way for eVillagers to create a friends network.
• Bulletin: Similar to a forum the bulletin allows eVillagers to post threads that only their friends can see and no one else.
• Invite: One of the key tools of community is the invite tool. eVillagers will be able to invite any of their friends to site simply by adding their email(s) in the form.

• Guestbook: From what we have seen in the past this might be the most used feature. eVillagers seem to enjoy leaving a public message on other profiles.
• Friends & Favorites: Any friends or favorites a user has they will be displayed on their profile. This system is used to create a network so other eVillagers start to connect with one another.
• Personal Details block: The details listed in this block are personal details which is used to give the user viewing another users profile an idea about the eVillagers personality.
• Recent Visitors: Handy tool for those who want to see which member has visited their page last.
• Blogs: Each member has their own blog section on their profile page which will list all the blogs they have created. Other eVillagers can view the blogs and comment on them as well.
• Gallery: The gallery section that is part of a users profile works much like the main gallery section but instead it will list all the images for that specific user. Other eVillagers can view the images and comment on them as well. eVillagers also have an option on who they want to allow to view their gallery. So they may want to only allow their friends or maybe not to allow anyone else but themselves to view their gallery.
• Groups list: On each eVillagers profile it will also list all the groups they belong to.
• Contact Panel: If a member needs to get in contact with another member they can do this all in the contact panel. It will allow them to send a mail box message, crush alert or instant message. It will also give users the chance to add another user as a friend, add them to their favorites list, rate them, invite them to a group or even block/unblock that user.
• Report User: If at anytime a user finds content on another users profile they might find offensive or if they feel it breaks site terms & conditions they can report that user to you and your staff with a simple "report this user" link.
• Member Details: The member details will cover the important areas of a users profile page. Each user will be able to fill in large blocks with information about themselves or what sort of books they like for example.

A BRIEF OF PHONETICS AND PHONOLOGY OF PAHARI LANGUAGE

Introduction of Pahari Language: Pahari, the phonetics and phonology of which we are going to discuss is put by linguistics in sub-group of a main group of Indo-Aryan dynasty of languages, named as “Pishacha or Dardi”, further dividing in three main groups known as Eastern Pahari being spoken in Nepal, Central Pahari being spoken in Garhwal and Daradoon area and Western Pahari being spoken in Western Jammu & Kashmir, besides several parts of Himachal Pardesh in India.

Pahari is known as “Pahari” because of its speakers residing in whole Himilian range of mountains (Pahar in urdu & Pahari) from Kashmir to Nepal. Its group, we have to dealt with is “Western Pahari” being spoken in Jammu & Kashmir State, about which the Grierson has said:

“Western Pahari consists of great number of dialects varying almost from hill to hill.” [1]

According to Grierson and his followers the Pahari belongs to Khasha tribes today known as “Khakhas” who after migrating from their original land Eastern Europe stayed hundreds of years in Eastern Iran and than again migrating from there they entered subcontinent and spread in Kashmir, Gilgit Baltistan (Dardistan), from where they continued their journey along Hamalian range and reached to Nepal.

Pahari Phonetics:

Though so many definitions of Phonetics have been made by linguists which no doubt are necessary to be known for a student of language but, we take 1^st its literary meaning and that is “Sound of spoken language”, whereas the general perception is that we learn a language from its written form when we see it in black and white in the shape of Alphabets ( in Urdu). Anyone who knows a language knows that there are sounds in language and how they are connected together and what these different sound sequences means. Every language of the world has its own sounds system but we cannot ignore this fact also that there are some common sounds in all languages of the world. The study of these speech sounds ( in Urdu) utilized by all human languages to represent meanings, is called Phonetics, whereas phonology is the broader study of major speech sounds and their organizations in a particular language. A spoken language is not dependent on any type of signs or shapes ( being called “haroof tahajji” in Urdu, Pahari & some other Indo-Aryan languages, especially those being written in Persian script), whereas the signs usually called alphabets are dependent on spoken sounds, termed as phonemes in terminology of linguistic.

Pahari like many other Indo-Aryan languages including our National language Urdu too has adopted Persian script and under the influence of its script it has not only lost the real pronunciation of several sounds, especially being written in Arabic Alphabets, such as _(hala:l) (hara:m) and__(hala:li), (hara:mi) etc. Meanings of these Pahari words in English respectively are legal, illegal, legitimate son and illegitimate son. The actual pronunciation of these words is__(laha:l),(raha:m), (laha:li) and (rahami). Similarly there are some local words such as (pharli), which mean a cow, a goat or any female animal that has passed her period of giving milk. Four more similar words are: _(birli), ( parli), __(pharlah) and __(pharl). English meaning of these words is: Creeping plant, a wild woman, an un-balanced wooden board and a balanceless thing or board.

This sound exists in Mesuri Urdu & Gojjri also but, in aforesaid languages this is being made by putting phoneme /__/(toey) in phoneme /__/(la:m) and in International Phonetic Alphabets (IPA) it has been written in the capital letter shape of English phoneme [L],^[2] whereas, in Pahari this sound has been modified by putting English phoneme “V” (being called in Urdu) on retroflex phoneme // (aray)following the rule adapted by Urdu writers and linguists in words // (Cha:nd), //(ma:nd) and // (pha:nd) etc. to reduce the weight of the voice of nazal sound of phoneme // (noon).

Though this writer is a layman in the field of computer skill but, as per his information received so far in this regard the computer is unable to write these sounds of Pahari language until the composer use the Corel system which is not only a much more labouring but also not commonly known to everyone.

An other problem in Pahari is being faced in writing a retroflex nazal sound, which is third shape of nazal sound // (noon) and is already existing in International Phonetic Alphabets in the shape of English phoneme η-like. This sound also exists in Mesuri dialect of Urdu^[3], Gojjri, Hindko, Pothohari and Saraiki. Several veteran linguists like Soniti Kumar Chatter Ji, Dr. Gopi Chand Narang, Dr. Masood Ahmed Khan, Dr. Abdul Ghafar Shakeel, Dr. Khalil Ahmed Siddiqi, Dr. Ismat Javed and Dr. Iqtedar Hussain has named this special nazal sound as (noon maqoosi) / / (retroflex nazal sound) and they write it putting phoneme // (toey) in phoneme /__/(noon). This sound is not in accessable to computer, until one go to its Corel system.

In addition to above special sounds, there is a semi-aspirated sound (being called _ / / in Urdu), which has really brought a reveolution in sound system of Pahari language, introducing 17 extra semi-aspirated sounds which are: All these sixteen aspirated phonemes have been tested on the touchstone of minimal pairs ( in Urdu), which are defined by the linguists in the following words:

“By minimal pair we mean two words in a language which differ from each other by only one distinctive sound (one phoneme) and which also differ in meaning. For example, in English words bear and pear are a minimal pair as they differ in meaning and in their initial phonemes /b/ and /p/. The term ‘minimal pair’ is also sometimes used for any two pieces of languages that are identical except for a specific feature of group of related features. For example, the sentences:

The boy is here

The boys are here

May be called a minimal pair because they are the same except for the contrast between singular and plural, expressed in both noun and verb. [4]

Including 39 phonemes of Persian script being used in Urdu number of Pahari phonemes or Alphabets reaches to 66 and with the grace of Almighty Allah all sounds being spoken in Pahari areas and wherever the Paharis are residing, especially in both the parts (free and occupied) of Jammu & Kashmir state can easily be written in black & white to the best and nearest of their pronunciation.

Not only this writer but all those want the faster development of Pahari language should be thankful to Urdu Department of Allama Iqbal Open University which get this phonetic problem of Pahari language solved in getting write M.Phil thesis entitled “Comparative study of Urdu & Pahari language”, by this writer under the guidance of a veteran Urdu scholar, author and famous personality of Urdu world, Prof. Dr. Sabir Hussain Cloorvi, at present Chairman Urdu Department Peshawar University.

Pahari is also very rich with regards to vowels and has two semi-vowels too as exists in Urdu. There are 19 vowels in Pahari, whereas according to some Hindi linguists, like Dr. Shiam Sundar Dass and Dr. Dhrander Warma Hindi too has 19 vowels. [5]

Before we mention the list of Pahari consonants and vowels we may give some example of minimal pairs out of 16 semi- aspirated phonemes mentioned above, for the knowledge of persons interested in phonetics and phonology of Pahari language which generally known as a developing language but, if we look into past history the Pahari was the most developed and a literary language among those twelve languages which were been taught in “Sharda script” during Ghandhara civilization in Budh University then known as “Sharda Mandal” established at “Sharda” in Neelam Valley of Azad Kashmir, in the regimes of Ashoka and Kanishka. But, after decline of Budhism all the literature of this language was destroyed. [6]

Sorry to divert your attention towards old history of Pahari language; in respect of minimal pairs of aforesaid semi-aspirated sounds of Pahari we first take phonemes // (ba^h) and // (pa^h) and will make the smallest speech sounds. //_(ba^hr) spring in English and / /(pa^hr) which mean load. In Pahari /__/ (ba^hr) there is no full use of Phoneme // (h). Similar position is in Pahari /_ / (pa^hr). On the other hand it is proved that these two words are a minimal pair. Let us take two more phonemes /__/ (pa^h) and /_/ (ka^h). With /_/ (pa^h) we make the word / / (pa^hr) and with /_/ (ka^h) /_/ (ka^hr). But, under the influence of Persian script we write these words respectively as /__/ (pahar) and /_/ (kahar). /_ / (pahar) in Urdu mean one forth time of a day, whereas /_/ (kahar) in Pahari means a home and in Urdu it is / / dhund (synonymous of / / ku^hr ) which in English means “fog”. Therefore one who has some knowledge about linguistic can easily realize that how far we are being detained from actual pronunciation of our spoken language, which by all means may be protected and preserved in its real form. To know more about semi-aspirated sounds of Paharia, we are meaning above mentioned 17 sounds too in words alphabetically. (ta^h), asking to a frightened or a passionless persons to run away to come out of fear (bahago) in Urdu. (tha:^h), come out, be insible, in Urdue (sa:nine a:o, mil ja:o). (ta^h), asking me to jallsome things. In Urdu (sina:o). (ja^h:l) , let one be seated, in urdu (bithe:o). (cha^h:l) rays. Or setthing sun. In Urdu (doobte soorej ki shoa) (cha^h:r), asking one to make vegitable, nice or any other thing out of just and warms etc. In Urdu (sa:f karo), (ra^h) released (especially from jail). In Urdu (reha) is fully aspirated and there come meaning as in Pahari (za^h:r) one thousand. In urdu it is (haza:r), (sa^h:r), asking one to take rest. In Urdu we can translate it as (zara dam lo) (sha^h:r) cleaver. In Urdu it is leasing pronounced as and have the same meaning as in Pahari. (ga^h:r), asking on to univiel his head or disclose his secrits. We can translate in Urdu as (sar nangah karo, jalan ha: t ka: ir:z lat: o). (le^h:r) a creeper, (bail) in Urdu. ma^h:) very of high level. In Urdu we can translate it as (bout bara:,) (oonchey darjey ka) (na^h:), asking one to the liatb. In Urdu (neha:o). As we observed in all these words semi-aspirates came in between two phonemes.

It may also be mentioned that in pahari as componed to semi-aspirates the full aspirates one used in very few words, especially when they come in between tow or more phonenes forming a wood such as (koha:ri). An are. In Urdu (Kulha:ri) and (reha:r), out of weeping of frightened chilled. In urdu we can translate it as

(us bachey kay roney ka: amal jis par jin bhoot ka: sa: ya^h para: ha)

In Pahari full aspirates almost come in the bregining of woods such as, (hor), (has), (huun) (ha:r) and (hola:). In English there aspirated words mean “more, laugh, just now, nackles and a persunhhaving? Less weight,” respectively.

Position of all the 17senci aspirated sounds with resped to their articulation is mentioned in schedule autitled “consonrutal sounds of Pahari language” attached herewith at page, whereas the position of phoneme (ha:ey Khaffi), the maker of 17 semi-aspirated sound is “viceless and spirsmt” with respect of manner of articulation and “glotrl” with respect to place of articulation hope this brief detail about testifying Pahari’s newly located 16 semi-aspirated sounds would have served the purpose of having more and more knowledge of linguistic, as it is the only guarantee of protection of our languages. But, it can only be possible when the computer technology will keep standing with the new challenges being faced by under developing languages like Pahari. According to this writer the computer has no system to write aforesaid semi- aspirated sounds of Pahari language.

Dipthongs and Tripthongs are also existing in Pahari like English, Urdu and other languages. With regards, to Tripthongs Pahari is also in danger under its present script. Which no doubt on the one hand is like a part of our Iman but, at the other hand if we don’t take the linguistic as a burning need of the day we will face an unavoidable loss in the development of our languages. Because an Urdu Tripthong is not necessary to be a Tripthong in Pahari also. For example we take an Urdu word _ (ao) which mean “come” is Dipthong in Urdu, whereas it is Tripthong in Pahari, because an Urdu _ (ao) comprises on two phonemes _(alif) and (wao), whereas in Pahari it is not (ao) but, (a^ho). There is semi-aspirated sound (being called _in Urdu) lying in between (alaf mad aa) and (wao).

(La:iey), (Pa^h:iey), (Khe:iey), (ra^h:iey) and many other such words are also trip thongs pahan as (Cha:iey), should (ja:iey), go (a:iey) com and several other such words one trip thongs in Urdu. English meanings of above mentioned one Panan words, known as trip thongs are: “ one should wear, done by brother, one should eat and one should sow” respectively. In Urdu these words mean” Pehn-na cha:hiey, bhaie nen, khana cha:hiey and be:jna Cha:heiy”

Categories and Kinds of Pahari Consonants:

Different methods and formulas are being used in dividing and categorizing the consonants of any language. Two of them known as “Manner of Articulation” and “Place of Articulation” are the most important.

Conclusion:

Though the space of 8 pages allotted by the authorities who are organizers of this Historical Conference was quite insufficient but, this writer has tried his best to introduce his language to this gathering of learned scholars of different languages revising his paper in the light of suggestions of learned revivers, which really enriched my knowledge with repect to phonetics and phonology. I am very thankful to team and hope that this conference will be proved as a miled stone in the development of Pakistani languages including Pahari. I congratulate the authorities of Peshawar University, especially Head of Computer Department and his colleagues for organizing such a successful and benefiting conference. It is also hoped that this process will be kept running in future also. We are here to discuss and introduce our respective languages to each other but, to what extent we will succeed here in our aims, it will be decided by the researcher of the future. Mr. George Bernard Shaw, has rightly said that: “No man fully capable of his own language ever masters another.”