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 البروفيسور أنتوني ليقيت الحائز على جائزة نوبل للفيزياء عام 2003 يرثي الدكتور عبد الجليل كرار
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البروفيسور أنتوني ليقيت الحائز على جائزة نوبل للفيزياء عام 2003
يرثي الدكتور عبد الجليل كرار مضوي
ترجمة دكتور طارق مختار
بمزيد من الحزن تلقيت نبأ رحيل الدكتور عبد الجليل كرار مضوي الذي كان و بكل تأكيد أحد أميز الطلاب اللذين تدربوا على يدي خلال الأربعين عاماً التي أمضيتها أعمل في مجال الفيزياء.
التحق عبد الجليل بجامعة ساسكس (University of Sussex) في عام 1975 للتحضير لدرجة الدكتوراه في الفيزياء النظرية و بعدها بفترةٍ وجيزة وقع اختياره عليّ كي أكون مشرفاً على أبحاثه. مثله كبقية الطلاب اللذين تدربوا تحت إشرافي في جامعة ساسكس، أمضى عبد الجليل السنوات الأولى في التنقيب عن موضوع ملائم لأبحاثه، و في صيف عام 1980 استقر بنا المطاف في المشروع الذي أصبح فيما بعد موضوع أطروحة الدكتوراه خاصته.
في ذلك الوقت تمكنت مجموعات الفيزياء التجريبية في كلٍ من جامعة أمستردام University of) (Amsterdam و معهد التقنية بماساشوستس MIT))، من تحقيق نتائج علمية مهمة تتعلق ببعض الخصائص الذرية لغاز الهيدروجين. أهمية هذه النتائج تكمن في أنها أعطت الفيزيائيين الأمل انه، عند تبريد الديوتيريّم – النظير الفيرميوني للهيدروجين- يمكن حدوث ظاهرة تزاوج كوبر (Cooper Pairing) بين ذرات الديوتيريّم و من ثم يمكن الحصول على سائل فيرميوني فائق السيولة(Superfluid) . الجدير بالذكر أن ظاهرة تزاوج كوبر كان قد تم تأكيد حدوثها بين إلكترونات المعادن فائقة التوصيل (Superconductors)، و كذلك بين ذرات سائل الهيليوم3 الفائق السيولة.
في حال تأكيد هذه المزاعم تجريبياً، يكون هنالك فتح علمي غاية في الأهمية، و بناءً عليه أشرت على عبد الجليل أن يعمل على استنباط بعض الخصائص الفيزيائية لهذه المنظومة من الناحية النظرية. ما أن انخرط في المهمة، حتى تناول المشكل بكل عنفوان مستجلباً كثيراً من الأفكار ليكمل أطروحة الدكتوراه في عام واحد أو يزيد بقليل. في هذه السانحة وجب التأكيد على أن أطروحة الدكتوراه خاصة عبد الجليل إذا ما أخضعت لمقاييس عام 2006 فإنها تمثل وثيقة علمية جديرة بالاهتمام. بعض النتائج التي تحصل عليها عبد الجليل تمت إعادة اكتشافها بواسطة آخرين و البعض الآخر من النتائج تم تحقيقها معملياً. ضمن كل هذا الإنجاز المهم انحصرت مساهماتي – على ما أذكر – في إسداء النصح حول جزئية أو اثنتين في بدايات العمل بينما كل الأركان المهمة كان قد تم إنجازها بواسطة عبد الجليل، و عليه كان دوري لا يتعدى الإشراف و التقييم لأفكاره.
لقد كنت في غاية الانبهار بالنتائج التي تحصل عليها عبد الجليل، و بعد حصوله على درجة الدكتوراه، و قبل أن يعد أدراجه عائداً للسودان ليعمل أستاذاً بجامعة الخرطوم، كنا قد عقدنا العزم على أن يعمل عبد الجليل على صياغة تلك النتائج حتى يتسنى نشرها. و لكن للأسف و كما يحدث دائماً في مثل هذه الحالات لم يتمكن من إنجاز تلك المهمة نسبةً لظهور مستجدات كانت الأولى في الاستحواذ على كامل اهتمامه.
بعد مضي اثنا عشر عاما و تحديداً عندما أنهيت خدماته بجامعة الخرطوم، دعوته للعمل بجامعة إلينوي University of Illinois)) - إذ كنت أنا نفسي قد انتقلت إليها في عام 1983- التي أمضى فيها عامين و كان ذلك في منتصف التسعينيات. كانت خطة العمل أن يعمل عبد الجليل على صياغة النتائج التي تحصل عليها خلال فترة الدكتوراه حتى يتسنى نشرها و بالفعل تم إنجاز المهمة و نشرت النتائج أواخر عام 1997 و خلال التسع سنوات المنصرمة نالت هذه النتائج قدر كبير من الإشادة و الاستحسان بل أن بعضاً منها قد تم إعادة صياغته من قبل الآخرين.
خلال العشر سنوات الماضية، بعد عودة عبد الجليل للسودان، كنا على اتصال دائم عبر التلفون و البريد الإلكتروني. كان شغوفاً لمعرفة آخر التطورات في مجال الفيزياء ليس في مجال تخصصه فحسب إنما في كل مواضيع الساعة مثل كيفية الحصول على موصلات فائقة التوصيل عند درجة حرارة عالية و كثيراً ما كنا نناقش آراءه و أفكاره حول ما يمكن استنباطه مستقبلاً من واقع الحال. بغض النظر عن أحواله الشخصية كان دائم المرح و مليء بالحيوية، لذلك لم أدرك خطورة مرضه إلا في أيامه الأخيرة. خلال السنوات التي قضاها في ساسكس)ٍ(Sussex ثم في اوربانا(Urbana) ، كنت و أسرتي على علاقة وطيدة به، ليس على الصعيد الأكاديمي فحسب بل كذلك الشخصي. أود أن أعرب عن خالص التعازي لأسرته وزملاؤه واعرف انه سيفتقد كثيراً في مناحي شتى ليس فقط كفيزيائي ولكن أيضاً كانسان حميم.
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 Re: البروفيسور أنتوني ليقيت الحائز على جائزة نوبل للفيزياء عام 2003 يرثي الدكتور عبد الجليل ك (Re: بكرى ابوبكر)
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In Memory of Abdel Galil Karrar Modawi
By
Professor Anthony J. Leggett (Physics Nobel Laureate 2003)
http://www.physics.uiuc.edu/people/Leggett/index.htm
It is with great sadness that I have learned of the death of Dr. Abdel Galil Karrar Modawi, who was certainly one of the most remarkable of the students I have had over my 40-year career in physics.
Abdel came to the University of Sussex to work for a D.Phil. (Ph.D.) degree in theoretical physics in, I think, 1975, and shortly thereafter selected me as his research advisor. Like many of my Sussex students, he spent several years trying out problems which in the end did not work out, but around, I think, the summer of 1980 we settled on the project which became the topic of his thesis. At that time the experimental groups in Amsterdam and MIT had just stabilized spin-polarized gaseous atomic hydrogen, and high hopes existed that it could be cooled into the quantum-degenerate regime (a goal which was in fact eventually realized, though only more than fifteen years later).There were similarly hopes that the fermionic isotope, deuterium, could be similarly cooled, and it seemed likely that in that case it would at some temperature undergo the Cooper-pairing phenomenon already known to occur for the electrons in super-conducting metals and the atoms in liquid 3-He,and thereby become super-fluid. Should this happen, the resulting system would be unique in at least two respects: it would be the only known dilute Fermi super-fluid, and the only one possessing triple spin degeneracy (the electrons would be totally spin-polarized and thus fall out of the problem, but the deuterium nucleus has spin 1 and thus three Zeeman substates, in contrast to the two occurring in superconductors and in 3-He).Thus I suggested to Abdel that he should try to predict some of the properties of this, at that time, hypothetical system.
Once he got involved in this problem, Abdel tackled it with enormous energy and initiative, completing his Ph.D. in little over a year. Viewed from the vantage point of 2006, his thesis is a remarkable document: he gives a complete treatment of the problem within the standard mean-field approximation, and derives a number of results peculiar to a system with triple spin degeneracy, in particular the vanishing of the so-called Gor'kov-Melik-Barkhudarov correction to the prefactor of the exponential in the BCS expression for the transition temperature, and the inevitable existence of a branch of gapless excitations. Both these results were rediscovered, and published, by others many years later. Even more remarkable is chapter 8 of the thesis, where Abdel proposes, and analyses in detail, a technique to raise the prima facie depressingly low transition temperature of spin-polarized atomic deuterium by exploiting the phenomenon of Feshbach resonance, concluding that "we therefore obtain from [the relevant equation] a transition temperature of the order of 1 mK: quite observable!". As is widely known, it is precisely by tuning through a Feshbach resonance that experimentalists have been able, over the last
couple of years, to obtain evidence for Cooper pairing in spin-polarized degenerate Fermi alkali gases and to study the so-called "BEC-BCS crossover". In all of this work, while I may have made one or two qualitative initial suggestions, my memory is that all the real work was done by Abdel himself, with my role being little more than that of a sounding-board for his ideas.
I was very impressed by the results Abdel had obtained, and when following his successful D.Phil. defence he went home to take up a faculty position at the University of Khartoum we agreed that he would write them up for publication. Unfortunately, as so often happens in this kind of situation, he found he had other more urgent tasks on his mind, and never got around to doing so.(In retrospect I should no doubt have pressed him harder on this; I think one reason I did not do so was that as time went on the prospects for cooling of spin-polarized deuterium into the relevant temperature regime became, for various technical reasons, bleaker and bleaker, so that it looked as if Abdel's results might be only of academic interest).
When twelve years later Abdel left Khartoum, I invited him to come to the University of Illinois (where I had myself moved in 1983) as a postdoctoral research associate, and he eventually spent two years with us in the mid-nineties. I strongly encouraged him to use the opportunity to write up his thesis results, but (being Abdel!) he found many other things to catch his interest, and the paper eventually appeared under our two names in the Journal of Low Temperature Physics in late 1997. By that time the phenomenon of Bose-Einstein condensation had been realized in the bosonic alkali gases, and people had begun to think seriously about the possibility of observing Cooper pairing in a fermionic alkali isotope such as lithium-6. In particular, the idea of using a Feshbach resonance to enhance the transition temperature had by that time been published by others, so we did not emphasize that in our paper but rather concentrated on Abdel's other results, which are as applicable to lithium-6 as to the original candidate, deuterium. (Serendipitously, the lithium-6 nucleus has, like the deuteron, spin 1). Possibly because it was published in a journal not widely read
by the atomic-physics community (at least at that time),our paper did not initially attract much attention, but over the past nine years it has clocked up a respectable number of citations, and some of its results have been replicated by others.
Over the last ten years, since Abdel returned to Khartoum, we had kept in touch by phone and e-mail. He was always anxious to hear the latest news in physics, not just about the spectacular experimental developments in areas related to his thesis but about other active topics such as high-temperature superconductivity, and we often discussed his own ideas about what might be going on. Whatever his personal circumstances, he was unfailingly cheerful and upbeat-so much so, in fact, that it was not until the last few days that I realized how seriously ill he was. During his years in Sussex and then in
Urbana, my family and I got to know him well, not just academically but also personally. I would like to express my sincere condolences to his
family and colleagues; I know he will be deeply missed in many quarters, not just as a physicist but as a warm human being.
Tony Leggett
Physics Dept., University of Illinois at Urbana-Champaign.
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Re: البروفيسور أنتوني ليقيت الحائز على جائزة نوبل للفيزياء عام 2003 يرثي الدكتور عبد الجليل ك (Re: بكرى ابوبكر)
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Anthony J. Leggett
John D. and Catherine T. MacArthur chair and
Center for Advanced Study Professor of Physics
Anthony J. Leggett, the John D. and Catherine T. MacArthur Professor and Center for Advanced Study Professor of Physics, has been a faculty member at Illinois since 1983. He is widely recognized as a world leader in the theory of low-temperature physics, and his pioneering work on superfluidity was recognized by the 2003 Nobel Prize in Physics. He is a member of the National Academy of Sciences, the American Philosophical Society, the American Academy of Arts and Sciences, the Russian Academy of Sciences (foreign member), and is a Fellow of the Royal Society (U.K.), the American Physical Society, and the American Institute of Physics. He is an Honorary Fellow of the Institute of Physics (U.K.). He was knighted (KBE) by Queen Elizabeth II in 2004 "for services to physics."
Professor Leggett has shaped the theoretical understanding of normal and superfluid helium liquids and other strongly coupled superfluids. He set directions for research in the quantum physics of macroscopic dissipative systems and use of condensed systems to test the foundations of quantum mechanics. His research interests lie mainly within the fields of theoretical condensed matter physics and the foundations of quantum mechanics. He has been particularly interested in the possibility of using special condensed-matter systems, such as Josephson devices, to test the validity of the extrapolation of the quantum formalism to the macroscopic level; this interest has led to a considerable amount of technical work on the application of quantum mechanics to collective variables and in particular on ways of incorporating dissipation into the calculations. He is also interested in the theory of superfluid liquid 3He, especially under extreme nonequilibrium conditions, in high-temperature superconductivity, and in the newly realized system of Bose-condensed atomic gases.
Research Area: theoretical condensed matter physics, low-temperature phenomena, foundations of quantum mechanics, quantum fluids, statistical physics, macroscopic quantum systems, quantum theory of measurement
Description of Current Research
Aspects of Cuprate Superconductivity
We are exploring a scenario for cuprate superconductivity in which a major factor is the reduction, due to increased screening by the Cooper pairs, of the long-wavelength, mid-infrared-frequency part of the Coulomb interaction. In addition, independently of this scenario, we are attempting to explain the c-axis transport properties of the cuprates and are looking at some problems associated with the "pseudogap" regime and with the peculiar features resulting from the existence of gap nodes.
Experimentally Oriented Studies of Basic Conceptual Issues in the Foundations of Quantum Mechanics
We are studying the application of the quantum-mechanical formalism to the description of various experiments that severely test one’s understanding of its meaning. In addition, we study possible alternative explanations of ostensibly relevant experiments in the literature.
Superfluidity and Phase Coherence in Very Degenerate Atomic Gases
Studies are being made of the superfluid density of an arbitrary many-body system, possible phase-coherence and interference experiments in Bose-condensed atomic gases, superfluidity in very degenerate dilute Fermi gases, and thermal transport in the ultralow-temperature regime of superfluid 3He.
Selected Publications
Leggett, AJ. The quantum measurement problem. Science 307, 871-872 (2005).
Leggett, AJ, Ruggiero, B, and Silvestrini, P. Quantum Computing and Quantum Bits in Mesoscopic Systems 1-273 (2004).
Leggett, AJ. Nuclear magnetic resonance in ultra-small samples of superfluid 3He. Syn. Metals 141, 51-58 (2004).
Leggett, AJ. Nobel lecture: Superfluid 3He: The early days as seen by a theorist. Rev. Mod. Phys. 76, 999-1011 (2004).
Leggett, AJ. 2003 Nobel prize in physics for theoretical work on superfluid 3He . Nobel Lecture. ChemPhysChem 5, 946-958 (2004).
Leggett, AJ. Superfluidity in a crystal? Science 305, 1921-1922 (2004).
Leggett, AJ. "Testing the limits of quantum mechanics: motivation, state of play, prospects," J. Phys. CM 14, R415-451 (2002). (local PDF file)
Leggett, AJ. Bose-Einstein condensation in the alkali gases; Some fundamental concepts. Rev. Mod. Phys. 73, 307-356 (2001).
Leggett, AJ. The significance of the MQC experiment. J. Superconductivity 12, 683-7 (1999).
Leggett, AJ. BEC: The alkali gases from the perspective of research on liquid helium, Atomic Physics 16, ed. W. F. Baylis and G. W. F. Drake, AIP Conference proceedings 477, Woodbury, New York, pp.154-169 (1999).
Leggett, AJ. Superfluidity, Rev. Mod. Phys. 71, S318-23 (1999).
Leggett, AJ. Cuprate superconductivity: dependence of Tc on the c-axis layering structure. Phys. Rev. Lett. 83, 392-395 (1999).
Wollman, D., DJ Van Harlingen, WC Lee, DM Ginsberg, and AJ Leggett. Experimental determination of the superconducting pairing state in YBCO from the phase coherence of YBCO-Pb dc SQUIDs. Phys. Rev. Lett. 71, 2134-2137 (1993).
Annett, JF, N Goldenfeld and AJ Leggett, Experimental constraints on the pairing state of the cuprate superconductors: An emerging consensus,Physical Properties of High Temperature Superconductors V, ed. D.M. Ginsberg (World Scientific Publishing Co., Singapore, 1996) pp. 375-461.
Leggett, AJ.Quantum mechanics at the macroscopic level, in Chance and Matter, ed. J. Souletie, J. Vannimenus, and R. Stora (North Holland, Amsterdam, 1987), pp. 395-506.
Caldiera, A. O. and A.J. Leggett, Quantum tunneling in a dissipative system. Ann. Phys. (NY) 149, 374-456 (1983).
Leggett, AJ. A theoretical description of the new phases of liquid 3He. Revs. Mod. Phys. 47, 331-414 (1975).
Honors and Awards
Nobel Prize in Physics, 2003 (additional information)
Member, National Academy of Sciences
Member, American Philosophical Society
Member, American Academy of Arts and Sciences
Fellow, Royal Society (UK)
Foreign Member, Russian Academy of Sciences
Honorary Fellow, Institute of Physics (UK)
Fellow, American Physical Society
Maxwell Medal and Prize, Institute of Physics, 1975
Eleventh Fritz London Memorial Award, 1981
Ninth Simon Memorial Prize, Institute of Physics, 1981
Paul Dirac Medal, Institute of Physics, 1991
Eugene Feenberg Memorial Medal, 1999
Wolf Foundation Prize in Physics, 2002-03
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Re: البروفيسور أنتوني ليقيت الحائز على جائزة نوبل للفيزياء عام 2003 يرثي الدكتور عبد الجليل ك (Re: بكرى ابوبكر)
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Quote: مقتطفات من سيرة عبد الجليل كرار
عبر هذا المقال المتواضع سأسعى إلى تقديم مقتطفات من سيرة أستاذي و معلمي للفيزياء النظرية الدكتور عبد الجليل كرار – رحمه الله - مدركاً حجم التحدي وصعوبة المهمة، ولكني أعترف – في نهاية المطاف – بأنها ليست إلا جهداً متواضعاً يقف أمام قمة فكرية سامقة تضرب بجذورها العلمية في أشدّ العلوم انضباطا وأكثرها تعقيداً.
لقد رحل الفيزيائي القدير الدكتور عبد الجليل كرار، من عالم الفناء إلى عالم البقاء تاركاً وراءه عطاءً ثراً في ضروب شتى ، وذكرى عبقة تنبض بالحب الذي كان يفيض حوله تلقائياً لما تميز به من الخلق الرفيع والتواضع الجم. لقد تميزت حياة الرجل بثلاثة محاور ترك على كلٍّ منها بصمات مميزة وتأثيراً عميقاً، فكان هناك المحور العلمي، و المحور الفكري، والمحور الإنساني، ونادراً ما يستطيع شخص أن يجمع بين تلك المحاور في آن واحد، وأن يتميز بخصائص بارزة على كل صعيد منها. مـن هذا المنطلق فإنه متى ما أتيحت لك أي سانحة للتعامل مع عبد الجليل كرار لا تستطيع أن تغفل تلك الأبعاد الثلاثة التي تلاقت في هدوء وتناغم في شخصية ذلك الرجل النحيل الذي انطلق من مدينة الخرطوم بحري في السودان ليحصل على درجة الدكتوراه في الفيزياء من بريطانيا عبر مسيرة من التفوق المشهود له، وليواصل بكل عنفوان رحلة علمية وفكرية وإنسانية غنية بالعطاء رغم قصرها و كثرة ما حفها من متاعب و مخاطر.
لا أظنني أبالغ عندما أصفه بأنه, أحد مالكي ناصية المعرفة في مجال الفيزياء النظرية, بكل معنى الكلمة, أما بالنسبة لقدراته العقلية فحدث ولا حرج. فبالإضافة لعقله الفيزيائي الواعي بتعقيدات و صعوبات الفيزياء كان يطوع الرياضيات بمهارة فائقة ليقدم طرحاً سلساً و ماتعاً لأكثر الأمور الفيزيائية الفلسفية تعقيداً. فتارة تجده فيزيائي وتارة أخرى تجده رياضي تطبيقي. هذه المقدرات العقلية الفذة التي وهبه الله إياها كانت تمكنه أن يكون في مصاف العاملين في أكبر دور البحث العلمي في العالم, إلا أنه آثر العمل في جامعة الخرطوم, إيماناً منه أن من صميم واجبه المساهمة بما لديه من علم في دفع عجلة التقدم و النماء في شتى ضروب الحياة في السودان – يا لنبل هذا الرجل. و ظل متمسكاً بهذا المبدأ النبيل حتى بعد أن تم فصله من الجامعة, بواسطة حكومة الإنقاذ في ما سمي بالصالح العام, لا بل ظل متمسكاً بمبادئه حتى آخر لحظة في حياته, و ليس من دليل ابلغ على ذلك ما لمسه كل أهل السودان في الطفرة النوعية التي أحدثها في التعليم العام في السودان من خلال مدارس المنار.
كان – رحمه الله - شديد التواضع وهذه حقاً صفة العلماء ، وكان بسيط المظهر ، طيب القلب ، نقي النفس ، كان يحترم الرأي الآخر ، ويحب الجدل البناء ، في الواقع لن أستطيع مهما كتبت أن أوفيه حقه بهذه السطور والكلمات ، فهو رجل تعجز عن وصفه أبلغ الصحف و الكتب. صفاته الإنسانية هذه كانت تطلّ عبر تعاملاته اليومية وعلاقاته عـلى مختلف المستويات، فكانت - بتلقائيتها وعفويتها وتواضعها دون تكلّف أو تصنّع - معلماً بارزاً من شخصية الرجل الذي كان يتسلّل - في محبة ودعة - إلى قلوب كل من يتعامل معهم بغضّ النظر عن خلفياتهم أو أعمارهم أو اهتماماتهم. وأبلغ دليل على ذلك الأثر الذي تركه لدى معظم, إن لم يكن كل, طلاب الهندسة اللذين درسوا بجامعة الخرطوم أثناء فترة عمله بها, رغم قصر المدة التي كان يقضيها هؤلاء الطلاب بكلية العلوم – فقط السنة الأولى – و رغم قلة ما كانوا يتلقونه منه من تعليم, إلا أنهم ظلوا يذكرونه بكل الإعزاز والإجلال.
ما زلت أذكر – و كنت شاهد عيان حينها – مواقفه الصلبة تجاه تواجد أعضاء جهاز الأمن داخل حرم جامعة الخرطوم لاعتقال الطلبة و الطالبات و التنكيل بهم إبان أحداث مقاطعة الامتحانات (عام 1991- 1992), كان وقتها – رحمه الله – ضابط الامتحانات بقسم الفيزياء, وقف بكل صلابة و ر جولة في وجه إدارة الجامعة مطالباً إياهم بإخلاء الجامعة من أعضاء جهاز الأمن. فما كان من إدارة الجامعة غير الإذعان لطلبه الأصيل, كثيرة هي مواقفه المبدئية النبيلة و لكن لا يسع المجال هنا لحصرها.
رحم الله عبدا لجليل كرار فقد كان مؤهلاً علماً وخلقاً, ولذا عندما نرثي فقده، ونستشعر غيابه، فإننا ندرك أن مثله بيننا قليل ونادر، وفي الليلة الظلماء يفتقد البدر.
و من هنا أبعث بتعازي لأسرتيه الكبيرة و الصغيرة و لكل زملاءه و طلابه.
طارق مختار عبد الله – أمستردام
أحد طلاب / أصدقاء عبد الجليل كرار |
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Re: البروفيسور أنتوني ليقيت الحائز على جائزة نوبل للفيزياء عام 2003 يرثي الدكتور عبد الجليل ك (Re: بكرى ابوبكر)
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Quote: الأستاذ بكري أبوبكر:
أشكر لك إفرادك عنوان بريد لغير المشتركين في "سودانيزاولاين" الرائعة للكتابة عن المناضل الصوفي في حبه للوطن عبدالجليل كرار، والذن كان حقاً نوع نادر من البشر في ثباته على مبادئه، وفي معاملاته مع كل الناس وأي ناس، وفي نضاله من أجل كرامة الإنسان السودانى وفي حبه لعمله وإحترامه للا خرين خاصة زملائه وطلبته.
جاء من منطقة غير تلك التي جئت منها أنا في السودان، ولم نلتقي في أي مرحلة من مراحل الدراسة، ولم تتقاطع دوائر علاقاتنا الإجتماعية أو السياسية، حتى جمع بيننا العمل النقابي في جامعة الخرطوم والتجمع النفابي.
كان عبدالجليل حقاً مثال للأكاديمي الملتزم بقضايا شعبه، يوازن بين الأشياء بعقلية العالم الذي يعي تماماً مسئولية إن ماناله من فرص وعلم فضلها يرجع أولاً وأخيراً للمواطن دافع الضرائب، وذلك دين في عنقه سعى دائماً وفي كل الوقت أن يسدد ذلك الدين، فأخلص في عمله كما تشهد بذلك كتابات الذين تتلمذوا علي يديه، فلم يهمل إطلاقاً في حقهم، وبذلك كان مثالاً مشرفاً للإستاذ الجامعي. سعى أن يسدد دين الوطن عليه في عمله النقابي، فكان نزيهاً وعفيفاً وثورياً ومتواضعاً لا يعرف الإدعاء أو المباهاة وعندما يقبل التكليف بمهمة لا يتطرق شك ... أدنى شك، أنه لابد وإن ينجزها، لا يتقاعس ولا يتردد ولأ يتهور. كان ثابتاً تماماً كاليقين، متصالح مع ذاته وطلابه وزملائه وكل الناس.
وعندما دفقت أفاعي الشر سمومها في الجامعة والبلد في بداية التسعينيات بالتشريد والإعتقال والتعذيب لم يتخاذل ولم يكبح جماح حبه للوطن ولم يتخوف الطرد من جنة الأبراج العاجية وبالتالي لم يتراجع أو يتقوقع لحظة مؤثراً السلامة بل واصل النضال بثورية واعية وتجرد وأخلاص وظل كما هو نقابياً جسوراً ووطنياً واعياً وصديقاً وفياً.
أثرى عبدالجليل حياة كل من تعامل معه في الجامعة أو خارجها في العمل العام أو على صعيد العلاقات الإجتماعية ترك بصماته على كل من عمل معه فقد كان باراُ وصادقاًُ مع زملائه وطلبته، أميناً حنوناً مع أسرته وأبنائه راعياً لهم. يقيني أنه أغنى حياتنا جميعاً بمعرفتنا له.
أللهم يا ألله أسألك أن ترحم عبدالجليل رحمة واسعة وأن تعوض أسرته والوطن بفقده خيراً وسلاماً وطمأنينة.
تيسير محمد أحمد علي
أستاذ سابق بجامعة الخرطوم
الأحد 22 يناير 2006 |
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Re: البروفيسور أنتوني ليقيت الحائز على جائزة نوبل للفيزياء عام 2003 يرثي الدكتور عبد الجليل ك (Re: حيدر حسن ميرغني)
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Quote: العزيز بكري ابو بكر
فجعت عندما رأيت ذلك العنوان المؤلم. من عادتي ان ابحث عن مساهمات جنى, قرأت البوست مرات عديده املا ان يكون "اسم علي اسم" . للدكتور عبد الجليل افضال كثيره ساظل احفظها له ما حييت . حظيت دفعتنا بجامعه الخرطوم (198 به كمدرس للحراره, على قصر الفتره التى امضاها الا ان اثره كان واضحا. خمس سنوات بعد ذلك التقيت به مرة اخري فى الولايات المتحده بمدينه اربانا, 60 ميلا جنوب شيكاغو, كنت انا قادما لتوي من السودان و كان هو باحث زائر بقسم الفيزياء بجامعه الينوي. لم اكن ادري مكانة هذا القسم حتى ارانى د. عبد الجليل المكان الذى اكتشف فيه جون باردين و وليام شوكلى الخصائص الفزيائيه التي ادت الى اختراع الترانسستور و منحهم جائزه نوبل. كان وقتها يعمل فى مجال الموصلات الفائقه. لم اسمع حينها بهذا المجال, و لكن للدكتور عبد الجليل مقدره طبيعيه على توصيل اكثر المفاهيم تعقيدا بدون اي تبسيط مخل. دارت بذهنى تلك الايام كيف ان النظام بالسودان يشرد افذاذ البلاد لتتلقفهم بلاد اخري بتلهف. د. عبد الجليل كان يؤدي ابحاثه مع نفس البوفيسر الذي اشرف عليه في بريطانيا اثناء فتره الدكتوراه. لقد سمع استاذه عن فصله التعسفي من جامعه الخرطوم و لم يتردد في تقديم يد المساعده لطالبه السابق, بعد 25 عاما. امضى د عبد الجليل اقل من عام بالولايات المتحده حيث ضاقت نفسه من طول اجراءات الفيزا لباقي اسرته. الى اليوم اعتبر نفسى من المحظوظين حيث تقاطعت سبلى مع ذلك الرجل العظيم. كانت تلك الايام اول عهدي بالولايات المتحده و من غير اي خطط واضحه. لقد قدم لى د عبد الجليل من الساعدات ما لا ينسى, اولها تمكينى من بدء دراستي العليا بعد اقل من عام من وصولي للولايات المتحده. لقد كان لد عبد الجليل الفضل العظيم فى تخفيف وقع الايام الاولي في هذه البلاد سريعه الايقاع. كل هذا من جانبه ومن غير سابق معرفه, كل ما فعلته ان عرفت نفسى كطالب سابق. لقد كان د عبد الجليل بسيطا و عميقا في نفس الوقت. كان ذو اهتمامات واسعه بجانب مجاله العلمى. كان واعيا بالام المهمشين في السودان و معاناتهم. كانت له قدره تحليليه ثاقبه. كان واثقا ان المستضعفين سيهبو يوما و ينذعون حقوققهم بعد ان يذيلو كل الغشاوات. اخر مره التقيت د عبد الجليل كانت عندما زرته بمدارس المنار. لقد انبهرت بقدرات هذا الانسان, قلائل من يستطيع الجمع بين البحث الاكاديمى و اداره مدرسه ثانويه للبنات.
ختاما, مرفق صوره فوتوغرافيه التقطتها للدكتور خلال اقامتنا بالينوي, كنت اتمنى لو كانت ملامحه اوضح من ذلك
بالمناسبه, كنت قد اتصلت بك خلال زيارتي القصيره لفسنكس في زياره عمل مع انتل ولكن لم اتمكن من زيارتك
لك الشكر الجزيل لالتاحه هذا المنفذ الجميل, لقد اصبح جزاْ من حياتنا اليوميه
معتصم جعفر محمد الحسن
ساكرمنتو, كاليفورنيا
جامعه الخرطوم دفعة 1988, هندسه كهربائيه |
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Re: البروفيسور أنتوني ليقيت الحائز على جائزة نوبل للفيزياء عام 2003 يرثي الدكتور عبد الجليل ك (Re: بكرى ابوبكر)
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Quote: في ذكرى بروفيسور : عبدالجليل كرار مضوي
فقدته جامعة الخرطوم في منتصف
التسعينات ، فقد تم إحالته للصالح
العام ضمن كوكبة من أساتذة جامعة الخرطوم ،
ومن ضمنهم عضو المنتدى الدكتور بُشرى الفاضل .
كان سادس الشهادة السودانية في العام 1970 م
عندامتحان الرياضيات في السنةالأولى ،
يتم وضع (10) مسائل والإجابة الكاملة من (7)
مسائل .
وقد أنجز الفقيد (10) مسائل صحيحة ،
وتم أخذ ورقة الإجابة قبل أن يكتب إجابة
المسألة الأخيرة ،
وكانت حصيلته في الرياضيات ( 141 ) من أصل( 100 )
لأباريق السلسبيل الربانية أن تنسكب
من فيحاء الجنان السرمدية لتُبلِل ثراه ،
ولروحه بطهارتها وطُهرها أن تحوم في النعيم المُقيم
بإذن مولاه .
نعم المولى ونِعم الفقيد وقد تزينت بمقدمه الجنان الموعودة
عبدالله الشقليني |
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Re: البروفيسور أنتوني ليقيت الحائز على جائزة نوبل للفيزياء عام 2003 يرثي الدكتور عبد الجليل ك (Re: بكرى ابوبكر)
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Anthony J. LeggettThe Nobel Prize in Physics 2003
Autobiography
 I was born in Camberwell, South London, on the 26th of March, 1938. I am told I only made it into the world on the date in question by seven minutes, thereby exhibiting at this early stage the tendency to procrastination which I fear has characterized much of my subsequent career. Not a great deal is known about my ancestry beyond a few generations, though one tidbit of information which has been passed down is that an ancestor on my father's side served for a time as a cook on Nelson's flagship, the Victory (it is unknown whether he was actually present at the battle of Trafalgar). As far as we can trace them, my father's forebears were village cobblers in a small village in Hampshire, though his father broke with this tradition to become a greengrocer; my father would tell me how he used to ride with him to buy vegetables at the Covent Garden market in London. My mother's parents were both of Irish stock; her father had emigrated to England and worked as a clerk in the naval dockyard in Chatham. My maternal grandmother, who survived into her eighties (and my twenties), was a remarkable person; sent out to domestic service at the age of twelve, she eventually married my grandfather and raised a large family, then in her late sixties emigrated to Australia to join her daughter and son-in-law, and finally returned to the UK for her last years. She was a very warm person, and I still have very fond memories both of my meetings with her (unfortunately few in her last years, because of the geography) and of the many letters she wrote me; since she had had no formal education, she simply wrote down on paper exactly what she would have said to you in person, and to read a letter from her was like having her stand in the room with you. It is interesting that that kind of spontaneity in the written word, which seemed to have been lost forever under the influence of universal secondary education, is now returning in the guise of e-mail.
My father and mother were each the first in their families to receive a university education; they met and became engaged while students at the Institute of Education at the University of London, but were unable to get married for some years because my father had to care for his own mother and siblings. He worked as a secondary-school (high-school) teacher of physics, chemistry and mathematics. My mother also taught secondary-school mathematics for a time, but had to give this up when I was born. I was eventually followed by two sisters, Clare and Judith, and two brothers, Terence and Paul (both now deceased). My parents were both Catholics (in my mother's case ancestrally, in my father's I believe because his own father had converted), so that we children were brought up in that faith, making us members of a small and somewhat embattled minority in the England of those days. Although I ceased to be a practicing Catholic in my early twenties, I still wonder from time to time how far the experience, in childhood and adolescence, of maintaining and defending, sometimes in public and in the face of some ridicule, beliefs and attitudes not shared by the vast majority of my compatriots may have influenced my subsequent attitude to physics and indeed to life in general (which, at least as regards the former, is I suspect sometimes regarded by my colleagues as reflecting a degree of iconoclasm verging on counter-suggestibility).
Soon after I was born, my parents bought a house in Upper Norwood, just outside the southern boundary of London proper (but well within the London conurbation). However, when I was eighteen months old, war broke out and we were "evacuated" to Englefield Green, a small village in Surrey on the edge of the great park of Windsor Palace, where we stayed for the duration of the war. The village was fortunate to escape the bombs that fell on towns all around (including Slough, perhaps in response to John Betjeman's couplet!) and my war-related memories are relatively few: barrage balloons tethered above the Thames, lying in bed at night listening to the German "doodle-bugs" droning overhead (and praying they would not cut out immediately above our house), and the day I was "officially" informed that there was a war on (and decided that at no cost should my sister Clare, a year younger than me, find out about it). When in later life I read the memoirs of people who lived through those same years in the ravaged cities of continental Europe or Asia, or even through the Blitz in London, I realize how extraordinarily lucky we were.
Although Englefield Green is only a few miles outside the western borders of the Greater London conurbation, it is (or was!) in some sense in the countryside, and many of my memories of those years are of long walks through the fields and parks surrounding the village. However, one of my main activities, and the one which gained me most notoriety among our neighbors, was digging deep holes, I think on occasion deeper than my height at the time, in our front garden (not the easiest activity in a soil which was basically London clay). Exactly what motivated me to do this, and what deep insights it reveals into my psyche, is something I have never figured out, but it was perhaps loosely connected with my then choice of future career: after a brief flirtation with the idea of becoming a railway signalman, I decided firmly that I wanted to be an explorer (you have to remember that in those days there were still odd patches of the planet which had never been trodden by human feet, nor mapped by GPS). In the end I suppose that, like many academics, I achieved this ambition though in a more abstract way.
After the end of the war, we returned to the Upper Norwood house and lived there until 1950; my father taught at a school in north-east London (unfortunately a long commute) and my mother by that time had her hands full looking after what were eventually five of us children. I attended the local Catholic elementary (grade) school, and later, following a successful performance in the "eleven-plus" examination which I took rather earlier than most, transferred to the College of the Sacred Heart in Wimbledon (a "grammar", i.e. state-financed academic-stream, school). This required a slightly complicated commute (bus, train, then another bus), which had the advantage that I could get a fair amount of reading done on the journey to and fro. (A few years ago, while on a brief return visit to the UK, I had for a reason I forget, to repeat exactly this journey and got completely lost - such have been the changes in the transportation system of southwest London in 50 years). Although I took part in the required physical sports at school, in particular in long-distance running, my main recreation in those years was chess, an interest I kept throughout my teens and into my Oxford years (I had a brief moment of glory when some years later, I was picked for the English team to compete against Scotland, Wales, and Ireland in the (under-16) Glorney Cup). Another practice I developed in those years was to take long hikes or cycle rides alone into the countryside surrounding southwest London; in later years I kept up this habit in much more untamed terrain, sometimes steering by compass, in thick mist, over many miles of trackless Welsh or Scottish mountainside. (Since I often did this alone and did not always leave details of my itinerary, and there are plenty of accidents in those areas even in good weather, I am perhaps lucky still to be here!)
In 1949 my father, who had become increasingly unhappy with the long commute to his job in north-east London, obtained a job teaching physics and chemistry at Beaumont College, a school run by the Jesuits near Windsor. This was a "public" school in the British sense of the word (i.e., "private" in the US sense) and we could certainly not have afforded the fees for even one of us three boys to attend it; however, my father negotiated as part of his conditions of service that all three of us could go to Beaumont free of charge, so we did. At the same time we moved to a large, rambling and somewhat broken-down house in Staines, on the far western edge of the London conurbation, which remained our family home until I was well into my thirties; this house was a delight to my father, who in another life would have been a handyman, but probably less so to my mother who had to endure the consequences of all the things he had not yet got around to fixing. One of the prime attractions, at least for us children, was the large garden and in particular the huge chestnut tree, in which we built many camps and "forts".
Even within the somewhat esoteric world of British public schools, Beaumont was a rather unusual place. One feature which is, to my knowledge, unique to Jesuit schools, is that while the teaching staff includes both laymen, such as my father, and priests, those who are priests typically have not been school teachers for all or even most of their careers: they may have been for example parish priests, missionaries or even university teachers, and be doing the teaching job only for a few years before going back to one of those occupations. Also, in the case of "boarding" schools such as Beaumont, it is common for priests who are retired to live on the premises, whether or not they have been teachers there. As I will relate, this circumstance had totally unforeseen consequences for my career.
Not long after my transfer to Beaumont, at the age of thirteen, I had to make what under normal circumstances would have amounted to an irrevocable decision about my career in life. I imagine that to anyone reading this 50 years later, in the context of a European (even British) or North American school system, this will seem quite incredible; but in those days the degree of "channeling" even in progressive schools in Britain (and Beaumont was far from progressive!) was extreme: you had to choose at an early age (normally 15, but in my case 13) between specialization in classics, modern languages, mathematics and science. That choice then essentially determined which kinds of degree you could take at university (assuming you went), and that in turn put severe constraints on the kind of job you could reasonably apply for. At Beaumont, the unspoken tradition was that if you showed any signs of academic ability, as I apparently did, and had no strong predilection to the contrary, you were automatically channeled into the stream which was deemed most academically prestigious, namely the classics stream (Latin and Greek languages and literature). Remarkably, my father, despite his own training and employment, never exerted the least pressure on me to take the science option (which was generally regarded, for reasons which are unclear to me, but were probably a reflection of a common attitude in Britain at that time, as the least prestigious of all). So I indeed ended up, at the age of thirteen, committed to spending most of my school years on the classics, with only a small fraction available for other subjects such as English, history, or mathematics. My memories of this classics education are mixed: on the one hand, I still recall the soul-destroying discipline of the "gender rhymes", jingles which we were required to memorize to remind us of the correct gender of Latin nouns, and fragments of which still 50 years later seem to take up kilobytes of storage space in my brain which I am sure could be put to better use (". and common are to either sex, artifex and opifex ..."). On the other hand, some of my teachers were enthusiastic and inspiring, and introduced me at an early stage to the poetry of Catullus and Horace and the historical analysis of Thucydides.
Although I by and large enjoyed the academic side of life at Beaumont and prospered at it, in most other respects I was a decided misfit: Almost all my fellow-pupils were fee-paying, which almost automatically meant that they enjoyed, at home, a lifestyle of which we had no experience; except in my last two years I was one of a small minority of "day-boys" (that is, I commuted daily from home rather than residing at the school throughout the term); and, perhaps most importantly, because of my academic precocity I was placed in classes with boys who were mostly a couple of years older than me. As a result, the five years I spent there, while not unhappy, do not stand out in retrospect as a particularly joyful period of my life.
However, at least two things happened during those years which were to have, in different ways, very happy long-term consequences. The first was that, for a reason I cannot now recall (I think it may have been to help my recovery from an illness which had kept me in bed for a month) my father decided to send me on a mountaineering course in Snowdonia. Unlike the rolling hills of Surrey and Berkshire which I had explored on my solitary hikes, the mountains around Llanberis were the real thing, craggy, mostly pathless and, in bad weather, decidedly not to be trifled with; I fell in love with them at first sight, and mountaineering in all its forms, from easy strolls to technically relatively demanding rock-climbing, has been a major passion of my life ever since.
The second serendipitous event actually occurred after I had competed for, and obtained, a scholarship to Balliol College, Oxford, in December 1954. I had to wait a few months before taking up the scholarship, and in those days there were no nationally organized programs to employ people in my position in voluntary service overseas, etc., so I somewhat reluctantly stayed at school. Also living at the school was a retired priest, Fr. Charles O'Hara, who had at one period of his career been a university teacher of mathematics and had in fact written a textbook on projective geometry. One day he ran into me in the corridor and said to me: "You seem to have a lot of time on your hands. Well, I have a lot of time on my hands. Why don't you come along to my room for a couple of hours a week, and I'll show you some interesting things in modern mathematics?" Now, at that point I had only the minimal mathematics required for the "O-level" examination (though I don't recall clearly, I think it did not even include differential calculus, and certainly not the integral variety), and I had absolutely no reason to think that I would ever in my career need anything more sophisticated. However, I indeed had time to kill, Fr. O'Hara seemed enthusiastic, and perhaps to humor him as much as anything, I agreed to his proposal. So for the rest of those two terms he gave me, for a couple of hours a week, a sort of Cook's tour of ideas in modern mathematics, involving concepts such as groups, rings, and fields which my O-level education had never even grazed and which I found quite fascinating. Even more importantly in retrospect, he actively encouraged me to do a few simple exercises involving those concepts, and to my initial surprise I found I could in fact do them without great difficulty. After the end of the school year I had other things on my mind and promptly forgot all the details of what he had taught me; but this was to be the first of a series of fortunate accidents that helped to shape my eventual career.
In early October of 1955 I went up to Oxford to take up my scholarship at Balliol, with the intention of reading (majoring in) the degree technically known as Literae Humaniores, and informally as Greats (on which more below). For me, coming as I did from a school background which even by the standards of those days was somewhat restrictive and conservative, entering university was like stepping through a door and finding myself in a completely new world. I still have idyllic memories of my first two weeks in Oxford, with the autumn colors in the parks at their peak and the scent in the air of infinite possibilities, both intellectual and social. Although of course that initial sense of excitement didn't last forever, by and large my nine years at Oxford, as undergraduate and graduate, were very happy indeed; not only did I thoroughly enjoy and prosper at my academic work, but I made a variety of friends from all over the world, especially from south and east Asia, with many of whom I have kept in lifelong contact. On the sports side, I had done some sculling at school, and initially rowed bow in the Balliol third eight. However, it was not long before the coach noticed that I was two stone lighter than the then coxswain ("cox") and interchanged us, and thereafter my destiny was fixed; I eventually rose to be cox of the first eight, and while I did not exactly steer them to victory (in fact, in the year of my coxswainship we did, formally, just about as badly as it is possible to do!), I nevertheless feel we put up a good fight. (Incidentally, I should have no such career possibility today: one consequence of the gender-integration of the Oxford colleges which took place in the 70's is that the coxes of college eights are now, for obvious reasons, almost invariably female).
The Oxford Greats degree is one of those many British institutions which need to be understood in historical rather than logical terms. It takes four years (12 trimesters), and for the first five trimesters one studies Greek and Latin languages and literature, thus making it the obvious choice of degree for anyone who, like me, has specialized in the classics at school. For the last seven trimesters one studies in parallel "ancient", that is Greek and Roman, literature and philosophy; the philosophy side of the degree has only a relatively small "ancient" component (Plato and Aristotle), and is (or was in my day) mostly centered in the analytic and mostly Anglo-Saxon tradition (Descartes, Locke, Berkeley, Hume, Russell, Wittgenstein ... and in more contemporary terms Ayer, Ryle, Austin ...). I thoroughly enjoyed all the components of the course; I found particularly rewarding the individual (or sometimes two-person) tutorials characteristic of the "Oxbridge" system, in which I could discuss with my tutors, at least prima facie on equal terms, the most recent journal articles on the origins of coinage in the ancient Mediterranean or the concept of machine consciousness. (One disappointment I encountered on eventually switching to physics is that in that subject, as I suspect in most of the "hard" sciences, such cutting-edge discussions are not realistically possible at the undergraduate level).
I am often asked whether and how my Greats training has been useful to me in my subsequent career in physics. To that question I have a joking answer, namely that unlike (apparently) some of my physics colleagues I at least know the difference between the Greek letters j and y! However, there is a serious answer: I certainly do feel the philosophy component of the degree, at least, has helped to shape the way at which I look at the world and in particular at the problems of physics. This is not something which is easy to quantify or make concrete; I have never undergone a course of psycho-analysis, but I imagine that anyone who does so can never again look at the world in quite the same light, and I think that the same is true for the kind of rigorous course of analytic philosophy which I went through at Oxford. Another analogy might be with the feeling I experienced later when I learned to speak Japanese with a reasonable degree of fluency; it is as if one has learned to use a muscle that one did not know one had. At any rate I have never for a moment regretted the years I spent on this degree.
Towards the end of my third year in Oxford it gradually began to dawn on me that I could not go on being a student for ever and must start looking for gainful employment. Not being endowed with a great deal of initiative, I first looked around to see what careers previous Greats students at Balliol had chosen. With few exceptions, it seemed that they had either gone into the British civil service or become teachers, at university or high-school level, of one of the subjects they had studied (classics, ancient history or philosophy). As regarded the first option, it did not take me long to figure out that even were I to pass the examination for the civil service (something which was by no means a foregone conclusion, since it tested qualities rather different from the ones which had advantaged me in a purely academic context), a career there was likely to be both uncongenial to me and of dubious benefit to the British public. So I started contemplating a career in academia; and since the subject which I had enjoyed most, and performed best in, was philosophy, this seemed the natural choice.
But the more I thought about the prospect of doing a doctorate in philosophy and eventually obtaining a university lectureship in that subject, the more I realized that in my bones I just did not want to do it. Why not? It never occurred to me - as it no doubt would have to someone with more imagination - that maybe I was not actually cut out for an academic career at all. Rather I asked myself what exactly it was about philosophy as such which deterred me from doing it professionally for life. And I eventually came up with the answer that it was because what counted as good or bad work in philosophy - at least as it was practiced in Oxford at that time - seemed to depend so strongly on the precise nuances of one's wording (something, incidentally, which I suspect may have subtly disadvantaged non-native English speakers in that discipline); there seemed to be no objective criterion of what was correct or not, or even what was good work or bad, and I felt in my bones that it was just such a criterion that I needed if I was going to pursue an academic career. I did indeed briefly consider the possibility of going into pure mathematics, but rejected it on the grounds that in mathematics, almost by the definition of the subject, to be wrong means you are stupid: I wanted the possibility of being wrong without being stupid - of being wrong, if you like, for interesting and nontrivial reasons. Physics seemed to fill that bill, and while I had zero formal training in that subject, the confidence which I had acquired from Fr. O'Hara in advanced mathematics led me to believe that that aspect of the subject, at least, would not give me major difficulty. So, in the early summer of 1958 I took my courage in both hands and applied to do a second Oxford undergraduate degree, in physics, following the anticipated completion in spring 1959 of my Greats degree.
In those days in Britain to do a second undergraduate degree in anything, let alone in a subject in which one had no secondary-school experience, was practically unheard of, and I immediately faced several practical obstacles. In the first place, I had to persuade some college to accept me; secondly, I had to find some way of financing two more years of undergraduate education, and finally, since 1959 was known to be the last year of conscription in Britain, I had to persuade my draft board that my application to do a second degree was not just a ruse to avoid military service for ever (a consequence it in fact had). At this point I had another piece of luck: in October of 1957 engineers in the Soviet Union had propelled into space the first Sputnik, thus stealing a march on the West in what not just governments, but every layman could see was an extraordinarily important area of technology. Immediately the cry went up from politicians and the press: how have the Soviets managed to get ahead of us in this crucially important enterprise? And the answer was not long coming: It was because we have encouraged all our best brains to study useless subjects (such as classics) rather than useful ones (such as science and engineering and particularly physics). Immediately all sorts of scholarships became available for students in the arts who wished to transfer to science; and while I did not in the end need to apply for any of these, I think that the general shift in cultural attitudes which they reflected was an enormous psychological boost to me in making the switch, and in particular may have been the crucial element in helping my prospective tutors to convince the draft board that they could dispense with my services on the parade ground.
The two people who played the most indispensable role in helping me make the transition are David Brink and Michael Baker. In those days most Oxford colleges did not have a tutor in theoretical physics as such, but Balliol had recently appointed David in this role, and since I initially applied to Balliol it was he who had to take a decision on whether I was or was not a reasonable prospect for a degree in physics, despite my lack of background. He asked me to read various sections of that beautiful book, "What is mathematics?" by Courant and Robbins in the summer vacation between my third and fourth years, and when I returned in October tested me on them; on the basis of my performance he recommended that Balliol should accept me for a second degree. However, by that time I had applied somewhat speculatively to Merton, where Michael Baker was a tutor in physics, for a Domus scholarship. These scholarships were normally given to students undertaking a postgraduate degree, but in my case the Fellows generously made an exception. Thus, I ended up doing my degree in physics at Merton; Michael was my principal tutor, but since he was an experimentalist and Merton did not at the time have a tutor in theoretical physics as such, I went to David for most of the more theoretically oriented parts of the course. In order to get a classified degree I had to complete the course in two years rather than the standard three, and this resulted in a certain degree of mental indigestion: I recall simultaneously struggling with old-fashioned problems involving rods and pulleys from Humphrey and Topping's "Intermediate Mechanics" and with the properties of Hilbert space as set out in Mandl's text on quantum mechanics.
The final examination at Oxford was in those days (maybe it still is) an ordeal unimaginable by those who have not experienced it: there was no continuous assessment at all, and one's whole academic fate depended on a succession of closed-book three-hour written papers (in the case of Greats fourteen of them), one after the other, two per day, with only the weekend as a short respite. Not surprisingly, the population of the psychiatric wards of the local hospitals used to peak markedly before and during those periods. Actually, in my Greats degree I had thrived on the stress and come out with a straight first class, so I was probably over-confident going into the physics final exam. In the event this nearly turned into a complete disaster: the first paper was, I think, on thermodynamics, an area where problems notoriously require just the right trick to solve them, and after an hour and a half of the three hours I had got nowhere with the first problem I had tackled. I remember sitting at my desk in the exam room, my head figuratively if not literally in my hands, and contemplating the prospect of having dashed the hopes of all those who had supported and shown faith in me; it was one of the blackest moments of my life. In the end I pulled myself together and was able to answer one or two questions on that paper, as well as coping reasonably with the remaining papers; but when I was told that I was on the borderline between two (unspecified) classes and would therefore have to undergo a viva (oral exam) to decide between them, I was convinced that the two classes in question were a second and a third. Imagine my incredulity and, eventually, my delight when a few days after the viva, a letter arrived informing me that I had a first (and would therefore qualify more or less automatically for public funding for an advanced degree should I so chose). If nothing else, I think that experience has convinced me that no examination system, and certainly not the one I went through, can be an infallible measure even of purely academic ability.
I was now in a position to proceed to postgraduate research in physics. I had specialized on the theoretical side as an undergraduate, and my memories of the (rather small) amount of lab work I had had to do were not particularly rosy, so it seemed natural to apply for research on the theoretical side. But where, in which area and to whom? The first question answered itself easily, since I felt (perhaps wrongly) that no university other than Oxford itself was likely to appreciate my peculiar academic background. As to the second, the main areas of theoretical work at Oxford in those days were particle theory and condensed-matter (or, as it was known in those days, "solid-state") physics. The time was early 1961, and the advice I got from the theorists I consulted was that the current state of particle theory was not very exciting (an opinion which had to be revised a few months later, when the concept of unitary symmetry burst on the scene); so I opted for the condensed-matter area. Finally, one person who was willing to overlook my unorthodox credentials was Dirk ter Haar, then a reader in theoretical physics and a fellow of Magdalen College; so I signed up for research under his supervision. As with all his students in that period, the tentatively assigned topic of my thesis was "Some Problems in the Theory of Many-Body Systems," which left me a considerable degree of latitude.
Even by the standards of British universities in those days, Dirk's supervisory style was somewhat unusual. He took a great interest in the personal welfare of his students and their families, and was meticulous in making sure they received adequate support; indeed, in the middle of my second year of research he encouraged me to apply for a Prize Fellowship (junior fellowship) at Magdalen. To my great surprise I was successful, I am sure in considerable measure thanks to his advocacy, and thereafter was able to enjoy a lifestyle rather more opulent than had been possible on the standard graduate studentship which had supported me earlier. On the other hand, Dirk's method of supervising graduate research was to throw his students in at the deep end: by a few months into our relationship I had got the message that it was up to me not only to solve my thesis problem, once posed, but to find a viable problem in the first place. (I try to encourage my own graduate students to do the same, although I do not take Dirk's extreme position of refusing, in effect, to make any suggestions at all). In the end my thesis work consisted of studies of two somewhat disconnected problems in the general area of liquid helium, one on higher-order phonon interaction processes in superfluid 4He and the other on the properties of dilute solutions of 4He in normal liquid 3He (a system which unfortunately turned out to be much less experimentally accessible than the other side of the phase diagram, dilute solutions of 3He in 4He). Although both halves resulted in publications, neither made much impact, and the only feature which in retrospect distinguishes my D. Phil. thesis in any way is that a small part of it (the acknowledgements) is, as permitted by the Oxford examination statutes and as a result of what our forebears would no doubt have described as a "conceit", written in Latin.
One part of my graduate student experience which I have always felt was particularly valuable to me was the undergraduate teaching I did during this period. I had started this, I think as soon as I began graduate research, with a view to supplementing my rather subsistence-level studentship, but kept it up even after the Magdalen fellowship eliminated the need for this; as I recall, it was six hours per week of one-on-one or one-on-two individual tutorials in the undergraduate "theoretical option", and I found I enjoyed it immensely and learned at least as much from it as from my formal research activities. Nowadays I always insist, as a matter of principle rather than financial economy, that my own graduate students spend at least one semester per year as teaching assistants.
In the spring of 1964, as I approached the three-year deadline for submission of my D. Phil. thesis, I began to think about postdoctoral work. In applying I had two criteria: the group in question should be a world-class center of excellence in many-body theory, and the environment should be as different as possible from Oxford (where I had by now spent nine years, more than a third of my life). So posed, the problem had an essentially unique solution, namely the group of David Pines at the University of Illinois at Urbana-Champaign, and it was there that I applied; I don't think I even bothered applying anywhere else in those pre-information revolution days, the preparation of multiple applications was quite a daunting and time-consuming task. Despite this, I was quite surprised and gratified to be accepted. (David tells me that the letter Dirk wrote for me said in effect that I had a good training on the arts side but didn't know any physics - a statement which in view of my highly compacted education in that subject was certainly true, but to which David's reaction was "well, that's something we can teach him!"). So I spent the period August 1964 - August 1965 at UIUC, and David and his colleagues (John Bardeen, Gordon Baym, Leo Kadanoff and others) did indeed teach me a great deal. And it was indeed very different from Oxford ...
From the academic point of view that year at UIUC was a turning-point in my career; as recounted in my Nobel lecture, I not only became interested in the (at the time hypothetical) superfluid phase of liquid 3He, but produced my first research (on Fermi-liquid effects in the superfluid phase) to make any real impact internationally. However, I did not find the physical environment congenial (it was only a few years since Dutch elm disease had wiped out more of the town's mature trees, something which is an essential ingredient of the quality of life in small Midwestern towns), and I remember swearing an oath to myself, as I left at the end of the year, that I would never come back and live permanently in Champaign-Urbana - an oath which I was to break rather spectacularly twenty years later.
My Magdalen fellowship still had a couple of years to run, and the natural thing would have been to return to Oxford and spend them there. However, I had become increasingly interested in north-east Asia, and anxious to spend some time there before committing myself to the standard British academic career; and the Fellows of the college eventually consented, with considerable generosity, to allow me to spend a year of my fellowship in the group of Professor Takeo Matsubara at Kyoto University in Japan. This year at Kyoto was a marvelous experience for me. It was my first real experience of living and working in a foreign culture, and I tried to exploit it to the fullest: I lived in a standard Japanese student room, put a considerable amount of effort into learning the language and tried as far as possible to avoid using English or mingling very much with other foreigners. At this time this was not at all the typical behavior of Western visitors, and many years later I was told that it had caused considerable interest and speculation among some of my Japanese colleagues, who finally hit on what had to be the only logical explanation - that I must be a trainee CIA agent! Fortunately this opinion did not prevent me making many good friends during that year, and I have very warm memories of all the parties, mountain hikes and home visits we shared. Although the academic work I did during this year was overall not particularly remarkable, it included the paper on two-band superconductors which was to play a crucial role in my research on superfluid 3He a few years later.
After one more postdoctoral year which I spent in "roving" mode, spending time at Oxford, Harvard and Illinois, in the autumn of 1967 I took up a lectureship at the University of Sussex, where I was to spend the next fifteen years of my career. Sussex was one of the "new" universities founded in the fifties, and at that point was only a few years old, but had managed to attract among other things a lively group of theoretical physicists under the leadership of Roger Blin-Stoyle and a constellation of able low-temperature experimentalists headed by Douglas Brewer. However, what attracted me most was the liberal and collegial atmosphere both in the University as a whole and in the Physics Department, which actively encouraged people to explore their intellectual interests across traditional academic boundaries; quite a few of my colleagues, though trained in the traditional areas of physics, ended up spending much of their time on science policy, physics education and elsewhere. However, although I enjoyed this relaxed environment, I spent my first five years at Sussex mostly teaching the standard undergraduate physics courses and, in the time available for research, working on various problems in theoretical low-temperature physics, including some such as the possible "supersolid" phase of helium which appear to still be of interest nearly forty years later. Being without family attachments, I was able to spend a lot of time abroad during the vacations, and in particular had an extended stay at the Max-Planck-Institute in München and a couple of trips to winter schools in Karpacz, Poland (at the time something of a minor adventure, since the Iron Curtain was still firmly in place).
In the summer of 1972 there occurred the series of events which were to shape my research career for the next decade; I have recounted these in my Nobel lecture and will not repeat them here. At just about the same time an important event occurred on the personal front: I became engaged to Haruko Kinase, at that time an undergraduate student at Sussex, and we married in June 1972. (Since Haruko's nationality was and is Japanese, and her undergraduate major was international relations, the family joke is that at least she passed the practical!). We had a sort of extended honeymoon in Japan, living in central Tokyo with Haruko's parents while I worked in the group of Professor Yasushi Wada at the Hongo campus of Tokyo University. One spin-off from this stay was that I got to know Shin Takagi, who was in his final year as a graduate student in the Wada group, and was sufficiently impressed with him that I invited him to Sussex as a postdoc; he spent a couple of years there, and we collaborated extensively on superfluid 3He as well as having many conversations ranging over the whole of physics. Incidentally, if my early years in the extreme outer reaches of the London conurbation are not counted, the only large cities anywhere in the world where I have ever lived for more than a few months are Kyoto and Tokyo; I can think of a lot worse.
As this note has to be of finite length, I will speed up at this point and just review the important events in my life since 1974. Soon after our return from Japan, in early 1975, Haruko and I acquired a small house that we still own in the warren of streets above London Road station in central Brighton, and it was there (or more accurately on the twelfth floor of the nearby Royal Sussex County Hospital) that our daughter Asako was born in September 1978, and there that she spent the first five years of her life. After returning from Japan I spent several more very enjoyable years at Sussex, with various excursions including two one-semester trips in 1976 and 1977 to the University of Science and Technology in Kumasi, Ghana, with which Sussex had a teaching exchange arrangement. This was another interesting cultural shock; one unexpected aspect was that because of the generally relaxed atmosphere in Ghana, I had for the first time in many years a surfeit of free time, and I used it among other things to write a paper on nonlocal hidden-variables theories which I eventually published a full quarter-century later.
In the spring of 1982 I received, out of the blue, an offer from the University of Illinois at Urbana-Champaign of the MacArthur Chair with which the university had recently been endowed, and after the three of us had been across for a visit (where I observed, inter alia, that the trees had recovered from the blight of the early 60's!) we decided to make the move. As I had already committed myself to an eight-month stay at Cornell in early 1983, we finally arrived in Urbana in the early fall of that year, and have been there ever since, so that Asako has in effect grown up as an American (she and I both eventually received U.S. citizenship, which we hold dual with that of the U.K., in the summer of 2002). Haruko eventually obtained a Ph.D. in cultural anthropology from the University of Illinois, and is currently doing research on the hospice system; Asako has graduated, also from UIUC, with a joint major in geography and chemistry. My own research interests have shifted away from superfluid 3He since around 1980 (although I still maintain an interest in some problems involving violent departures from equilibrium); I have worked inter alia on the low-temperature properties of glasses, high-temperature superconductivity, the BEC atomic gases and above all on the theory of experiments to test whether the formation of quantum mechanics will continue to describe the physical world as we push it up from the atomic level towards that of everyday life (a program for which my shorthand is "building Schrödinger's Cat in the laboratory"). It is satisfying that this program, which when proposed twenty-five years ago met with considerable skepticism, seems in the last three or four years to have come to fruition, in the sense that several experimental groups have realized, in Josephson devices, quantum superpositions which can be legitimately regarded as of the "Schrödinger's Cat" type.
When I look back on the chain of events which led to the research which the Nobel Committee has recognized, I realize how incredibly fortunate I have been - not just because of the intervention in my career of seemingly irrelevant events such as the propulsion of Sputnik into orbit in the fall of 1957, but because so many people were prepared to put their faith in me, and in particular my ability to make a successful career in physics, at a time when the evidence in favor of that proposition was nonexistent or perhaps even negative. I shall remain forever grateful.
From Les Prix Nobel. The Nobel Prizes 2003, Editor Tore Frängsmyr, [Nobel Foundation], Stockholm, 2004
This autobiography/biography was written at the time of the award and later published in the book series Les Prix Nobel/Nobel Lectures. The information is sometimes updated with an addendum submitted by the Laureate. To cite this document, always state the source as shown above.
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Re: البروفيسور أنتوني ليقيت الحائز على جائزة نوبل للفيزياء عام 2003 يرثي الدكتور عبد الجليل ك (Re: بكرى ابوبكر)
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Quote: عبد الجليل.. حارس المنارة
لو كان هناك شخصية اعتبارية للمواطنة الحقة الخالصة من عيوب الشوفينية وأمراض تضخم الذات وأعراض (قلة الحيلة) والإنكماش الذاتي والغضب السالب من أجل الظلم السياسي والأكاديمي.. لو كانت هناك شخصية اعتبارية لها هذه السمات وتمثلت بشراً ناطقاً لرددت في ذكرى مرور هذا العام الثقيل على رحيل زينة المواطنة دكتور عبد الجليل كرار مضوي بيتين من بعض تراث الشاعر مبارك المغربي:
(ولقد مضى عام فكيف وجدتني يا سائلي بعد الفراق القاتل
عام هصرت به تضير شبيبتي فغدوت مثل الهيكل المتخاذل)
وحتى لا يذهب العُرف بين الله والناس وحتى لا تيأس عصيبة الخير من استدرار جوازي المعروف عكفت لإحياء ذكراه مجموعة من علماء السودان وأساتذة الجامعات الكبار الأكابر وشباب الحي الذي لا يحترمه الناس وبنات وأولاد المدارس التي جعل منها عبد الجليل بدموعه وعرقه ونياط فؤاده منارات سامقة تشعل ذكراه الطيبة كل ما دلف معلم أو معلمة فصلاً من الفصول، وكلما خط الطبشور الزاهي الحزين سطراً على أديم (التخت الأسود)، وكلما عمَّر ساحات المدارس وفناءاتها ضجيج فسحة الفطور أو هجعة قيلولة النهار..!
لقد احتارت هذه الثلة الطيبة من أصدقاء واخوة وأخوات وأبناء وبنات الراحل عبد الجليل في رسم برنامج يوم الذكرى (ضحاها وليلتها).. احتارت من أي مدخل من المداخل تتوسل إلى ذكرى الراحل الأثير وهو قد ضرب في حقول المعرفة والعلم والاجتماع والتعليم والهم العام وبناء الصداقات العامرة وشق الأراضي البكر بأسهم وافرة، فكان حجة في تخصصه النادر الشائك، وكان رمزاً في صموده على المكاره، وكان عوناً لرصفائه في احتمال الأذى بقطع الحياة التعليمية الزاخرة في جامعة الخرطوم عبر (مراسيم الشؤم) والفصل المتعسِّف، وكان حاضنة رؤوماً للعمل الوطني الخالص والفكر الراجح في مفاعل العمل الهادف للتغيير نحو الأفضل، وكان (مهوماً إيجابياً) بأحوال البلاد والعباد وقضايا الديمقراطية وتخليص مستقبل السودان من براثن التكبيل وعوائق النهضة، وكان في ذات الوقت صديقاً صدوقاً مخلصاً لكل ذي كبد رطبة وهمّة مجتمعية، وكان شغوفاً بتوسيع رقعة المعرفة ونماء المعارف، وكان قدوة عزَّ نظيرها بين براعم المدارس ذات الرسالة التي تطعم وافديها خلاصة العلم وتجلسهم على كرائم أفراس التربية.. وقد كان علاوة على غيرته على السودان وعلى جامعة الخرطوم وعلى أخلاقيات التعليم الخاص وعلى مستقبل الشبيبة وعلى استعادة الحريات وعلى مواصلة الأهل والجيرة والعشيرة الكبيرة والصغيرة حتى أنك تستحضر روايات أديب مصر يحيى حقي حيث كلما تقع عيناك عليه يفوح عليك من غدواته وروحاته (عطر الأحباب)..!
لقد دعت اللجنة أو قل خلية النخل التي تضم أساتذة الجامعة البهاليل والأصدقاء المكلومين والشباب المتوثبين وبنات وأولاد مدارس المنار (التي أقامها للناس ونفض يديه عن أوشاب الدنيا وفلوسها الزائلة)، ولفيف النساء والرجال والأصدقاء والذين عرفوه من قرب وعن بعد وأصحابه في مناصرة الديمقراطية والحياة الكريمة كل هؤلاء في لقاءات مفتوحة للغاشي والماشي، دعوا أهل السودان للمشاركة في يوم تأبينه بمدارس المنار الجديد بالطائف بعد غد الرابع عشر من هذا الشهر، حيث تشهد سحابة نهار ذلك اليوم المناشط التي يقيمها طلاب المدارس التي أعطاها عصارة قلبه وكبده ورحل عنها راضياً مرضياً، على أن ينعقد شمل القوم مساء ذات اليوم الأحد 14 يناير ليستمعوا إلى توقيعات على ذكراه ولتهنأ الأمهات اللواتي أرضعن عبد الجليل الذي يحيا الآن في سويداء القلوب جيلاً بعد جيل...
د. مرتضى الغالي
السوداني
العدد رقم: 424 2007-01-12 |
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Re: البروفيسور أنتوني ليقيت الحائز على جائزة نوبل للفيزياء عام 2003 يرثي الدكتور عبد الجليل ك (Re: بكرى ابوبكر)
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السيرة الذاتية
تلقى تعليمه الأولي بمدرسة شمبات الاولية ، ثم انتقل إلى مدرسة بحري الأميرية الوسطى ، فمدرسة الخرطوم الثانوية .
التحق بكلية العلوم بجامعة الخرطوم مساق الرياضيات عام 1970 عن رغبة أكيدة بعد تميزه في امتحان الشهادة السودانية .
حصل على بكالريوس الشرف - المرتبة الأولى – في الفيزياء عام 1975.
ابتعث للتحضير للدرجات العليا في بريطانيا بجامعة سسكس فحصل على درجة الدكتوراة في زمن قياسي تحت إشراف البروفسور أنتوني ليقيت الحائز على جائزة نوبل.
قضى عاما أكادميا بجامعة السابع من إبريل بمدينة الزاوية بليبيا عام ( 1993-1994).
تم تعيينه مساعدا للتدريس بقسم الفيزياء بجامعة الخرطوم بعد تحصله على البكالريوس.
كما عين محاضرا بقسم الفيزياء في جامعة الخرطوم إثر عودته من بريطانيا عام 1982.
بالإضافة إلى تأسيسه لمدارس المنار الجديد ( بنين و بنات ) في عام 1996.
كما كان بروفسور زائر بجامعة إلينوي بالولايات المتحدة الأمريكية 1993-1995.
و تولى الإشراف على طلاب لدرجة الدكتوراة.
بالإضافة إلى كونه ممتحن خارجي لطلاب بكالريوس للدراسات العليا بجامعة الخرطوم و عقده لمجلس أبحاث كلية العلوم
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حاز على جائزة العشرة الأوائل للشهادة السودانية 1969-1970.
كما حاز على جائزة شل بكلية العلوم جامعة الخرطوم 1971-1972.
بالإضافة إلى جائزة جامعة الخرطوم للفيزياء 1975.
كما تحصل على تقدير خاص في الفيزياء بجامعة الخرطوم
1972-1973.
كانت له مواقف مشهودة في مقاومة القهر الذي مورس على الطلاب في عام 1992 و إبان إعتصامات الطلاب الشهيرة عن الامتحانات.
كان عنصر في اللجنة التنفيذية للهيئة النقابية لأساتذة جامعة الخرطوم لعدة دورات كما شارك في برنامج السمنار العالمي للفيزياء 1984 – 1985 بجامعة ابسالا بالسويد.
كما شارك في ورشة عمل فيزياء الجوامد بالمركز العالمي للفيزياء النظرية في تيريستا- إيطاليا و ورشة عمل التوصيل الخارق عند درجات الحرارة العالية بالمركز العالمي للفيزياء النظرية أيضا.
من مشاركاته أيضا وضع ورقة الفيزياء للشهادة السودانية تسع مرات والإشراف أو المساعدة في الإشراف على تصحيح ورقة الفيزياء للشهادة السودانية.
أما بالنسبة لاهتماماته فقد استحوذ الهم العام على جل اهتماماته من خلال مساهماته في كل ما يرسي قواعد الحرية و الديمقراطية و قبول الآخر.
كما كان يهوى تربية الخيول و لم يفته أن يزاوج بين هوايتين ، فابتدع نموذج فيزيائي لحركة الحيوان كان محوره رشاقة الحصان .
وكان من عشاق الكتب فكانت مكتبته الخاصة تعج بأكثر من نسخة لكتب المعارف المتنوعة منها الرياضية و العلمية و السياسية و الدينية .
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Re: البروفيسور أنتوني ليقيت الحائز على جائزة نوبل للفيزياء عام 2003 يرثي الدكتور عبد الجليل ك (Re: بكرى ابوبكر)
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التحية لاستاذنا الجليل، الدكتور عبد الجليل كرار، في عليائه. فقد كان رجلاًُ متواضعاً، تكاد تحسبه شخصاً من غمار الناس، بلباسه المتواضع، وحديثه المتهادي. ألا رحمه رحمة واسعة، وألهم والدته، وأهله، وتلاميذه، وزلاءه، وأحبابه في كافة ارجاء المعمورة، الصبر وحسن العزاء. ومثل الدكتور عبد الجليل لا يموت، لأن الحق، والصدق، والفضيلة، والجلال، والقيم الرفيعة، لا تموت. وقد جسدها هذا الرجل المفضال، أيما تمثيل.
وفي المؤمنين رجال صدقوا ما عاهدوا الله عليه، ومنهم من قضى نحبه ومنهم من ينتظر، وما بدلوا تبديلاً.
كان صمود الدكتور عبد الجليل في وجه أهل الهوس، من غير ضجة، ولا كبرياء، صموداً أسطورياً. وهو بسلوكه المتواضع، من غير ضجيج ولا عجيج أثبت بأنه مدرسة فيا المعارضة الصامتة الجهيرة، بأكثر مما كان ما يمسى بالتجمع الوطني، مثلاً. هذا من حيث القيمة الأخلاقية للعمل الفردي أو الجماعي. أما من حيث المسلك العلمي فإني لا أستطيع أن أقول عنه أكثر مما قاله البروفسير لقيت، ولا ينبغي لي.
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أنتهز فرصة وجودي في هذا الخيط لأقول.
نما إلى علمناقبل قليل بأن مطرف صديق وأشياعه من أهل على وشك أن يبيعوا السودان للمصالح الغربية. قولوا معي:
لا لبيع السودان لجهاز المخابرات الأمريكي، يا مطرف صديق. ولا لبيعه للإمبريالية والمصالح الرأسمالية ومصالح أهل الهوس، أينما ثقفوا!
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بكرى ابوبكر
حيدر حسن ميرغني
Bushra Elfadil
بابكر عثمان مكي
Haydar Badawi Sadig
فيس بوك
تويتر
انستقرام
يوتيوب
بنتيريست