-500 gr de graine de sesame (jiljlane) -200 gr de beurre -300 gr de miel pure -sinon faire un sirop à base d'eau et de sucre (1/2 litre d'eau, 1 citron, 300g de sucre ) -500 gr de fruits sec (noix, amandes et noisettes) -150 gr de pignon grilé
Préparation
Faire griller les fruits secs et les broyer jusqu'à l'obtention d'une pâte homogène,
Préparer les graines de sésame, les nettoyer et enlever les mauvaises graines et faire attention si jamais il y a des pierres à la place.
Faire griller au four durant 10 minutes ensuite faire broyer jusqu'à l'obtention d'une pâte homogène.
Prenez du beurre (ou smen) le faire fondre à feu doux avec le miel.
Ajouter ensuite la pâte de sésame obtenue après l'avoir broyer et ajouter les fruits sec. (Noisette, noix et amandes) et remettre à feu doux.
Faire tourner doucement avec une spatule en bois.
Dès que la pâte formée commence à bouillir arrêtez la cuisson et mettre de côté.
Ajouter les pignons grillés légèrement.
Laisser refroidir.
Pour servir disposer dans des petits verres décoratifs, une à deux cuillères à soupe de ce mélange sont suffisantes.
http://vimeo.com/11777936 my name is slim and here is yassine live from the parking lot of the ministry of interior, we are going to submit our application , it's a little bit noisy here, (showing the paper), this is not a request, it's an announcement about the gathering to be held on may 22 2010 yassine: badiƒ, my brother, i have 100 dinar under the mattress, in case any trouble happen, pay the internet bill, slim: i feel alright, we are going to show before/after, aren't we? yassine: let's hope there's an after first, slim: see you soon then... 18:00 slim: OK, we are still alive, i am going to eat something because i am starving, yassine will tell you what happened, slim singing as opening sequence, yassine: at 11:00AM we went to the front door of the ministry of interior affairs and local development, two officers welcomed us, (noise), let's move there, we are moving now, welcome 'there', so... they gave us directions, don't do anything behind me slim. we met an officer ranked lieutnant and another one ranled 'two stripes' they took our ID and the application, i don't know if they have the right to do so or not since i don't lnow who they are, they placed us in the waiting room, there, a cheering person came and chated with us, we talekd about internet, he said i call it 'yaanbook' (meaning damn on your father), is that what he said slim, slim: i do witness so, yassin continuing his talk, then he asked us, did 'they' shut down the internet? after a while, the two officers came back to us and told us that they can not take our application, but we didn't give up, and insisted we would like to go the registry office, so to their most gentleness, two other officers came to us and claimed to be the registry office and we stayed on the street next to the ministry of interior affairs talking, explaining that they cannot take that our application and advised us to go to the governor house, slim intervening, they refused to take us to the registry office, yassin pursuing, and they didn't show their identity and refused that we bring a notary to testify that they refused to take our application, slim: that's because we need to find a notary who accepts to do so, yassin: but they refused anyway, what did we do then? so we took our way to the administration of homeland security which we contacted earlier by phone, but they themselves were contacted by the 'others' to tell them to get rid of us, yassin intervening: we have received two boys, close to say two kids, slim you had a bear though, thay should have said a citizen and a boy, let's get back to our story, slim: the homeland security told us to go to the governor house, so we went there, the officer at the front desk refused to take us to the registry office, the registry office told him, i can't do anything for them, i can't accept their application, and they can't come to my office, so he contacted Mr Zied who is in charge of political matters, but zied was missing today, and in all the district of tunis, there was nobody who van welcome us, as we were standing there, the governor himself with his bones and fat as we say was walking by, and he welcomed us and asked us for our concern, we showed him our application and explained it to him, so he told us to go back to the homeland security, and here we are like a ball between the males, slim: no you should't say that, yassin: ok Ammar (censoring avatar) you can cut this out, so we decided to go to the post office and since we don't know to whom we should send our application, we sent three copies, one for each of the governor of tunis, the minister of interior and the chief general of national security, all with notification of delivery, and then we wrote all what we have been through on an article along with the application ans sent it to all tunisian newspapers by fax and we kept the notification deliveries, so that we won't be accused of distortion of the country reputation with foreign assistance, and we hope we did everything according to our right of freedom of expression which our president insists on protecting in all his speeches , slim: no no no, don't say that, yassin: ok Ammar cut this out really, so we just ate, and recorded this video, and that's it, now we are going to have some fun, good bye
Listening to what other people are saying and asking questions as appropriate
Communicating effectively with others in writing as indicated by the needs of the audience
Talking to others to effectively convey information
Using mathematics to solve problems
Using scientific methods to solve problems
Using logic and analysis to identify the strengths and weaknesses of different approaches
Working with new material or information to grasp its implications
Using multiple approaches when learning or teaching new things
Assessing how well one is doing when learning or doing something
Being aware of others' reactions and understanding why they react the way they do
Adjusting actions in relation to others' actions
Persuading others to approach things differently
Bringing others together and trying to reconcile differences
Teaching others how to do something
Actively looking for ways to help people
Identifying the nature of problems
Knowing how to find information and identifying essential information
Finding ways to structure or classify multiple pieces of information
Reorganizing information to get a better approach to problems or tasks
Generating a number of different approaches to problems
Evaluating the likely success of an idea in relation to the demands of the situation
Developing approaches for implementing an idea
Observing and evaluating the outcomes of a problem solution to identify lessons learned or redirect efforts
Analyzing needs and product requirements to create a design
Generating or adapting equipment and technology to serve user needs
Determining the kind of tools and equipment needed to do a job
Installing equipment, machines, wiring, or programs to meet specifications
Writing computer programs for various purposes
Conducting tests to determine whether equipment, software, or procedures are operating as expected
Watching gauges, dials, or other indicators to make sure a machine is working properly
Controlling operations of equipment or systems
Inspecting and evaluating the quality of products
Performing routine maintenance and determining when and what kind of maintenance is needed
Determining what is causing an operating error and deciding what to do about it
Repairing machines or systems using the needed tools
Developing an image of how a system should work under ideal conditions
Determining when important changes have occurred in a system or are likely to occur
Determining the long-term outcomes of a change in operations
Identifying the things that must be changed to achieve a goal
Weighing the relative costs and benefits of a potential action
Looking at many indicators of system performance, taking into account their accuracy
Managing one's own time and the time of others
Determining how money will be spent to get the work done, and accounting for these expenditures
Obtaining and seeing to the appropriate use of equipment, facilities, and materials needed to do certain work
Motivating, developing, and directing people as they work, identifying the best people for the job
The ability to listen to and understand information and ideas presented through spoken words and sentences
The ability to read and understand information and ideas presented in writing
The ability to communicate information and ideas in speaking so others will understand
The ability to communicate information and ideas in writing so others will understand
The ability to come up with a number of ideas about a given topic. It concerns the number of ideas produced and not the quality, correctness, or creativity of the ideas.
The ability to come up with unusual or clever ideas about a given topic or situation, or to develop creative ways to solve a problem
The ability to tell when something is wrong or is likely to go wrong. It does not involve solving the problem, only recognizing there is a problem.
The ability to apply general rules to specific problems to come up with logical answers. It involves deciding if an answer makes sense.
The ability to combine separate pieces of information, or specific answers to problems, to form general rules or conclusions. It includes coming up with a logical explanation for why a series of seemingly unrelated events occur together.
The ability to correctly follow a given rule or set of rules in order to arrange things or actions in a certain order. The things or actions can include numbers, letters, words, pictures, procedures, sentences, and mathematical or logical operations.
The ability to produce many rules so that each rule tells how to group (or combine) a set of things in a different way.
The ability to understand and organize a problem and then to select a mathematical method or formula to solve the problem
The ability to add, subtract, multiply, or divide quickly and correctly
The ability to remember information such as words, numbers, pictures, and procedures
The ability to quickly make sense of information that seems to be without meaning or organization. It involves quickly combining and organizing different pieces of information into a meaningful pattern
The ability to identify or detect a known pattern (a figure, object, word, or sound) that is hidden in other distracting material
The ability to quickly and accurately compare letters, numbers, objects, pictures, or patterns. The things to be compared may be presented at the same time or one after the other. This ability also includes comparing a presented object with a remembered object
The ability to know one's location in relation to the environment, or to know where other objects are in relation to one's self
The ability to imagine how something will look after it is moved around or when its parts are moved or rearranged
The ability to concentrate and not be distracted while performing a task over a period of time
The ability to efficiently shift back and forth between two or more activities or sources of information (such as speech, sounds, touch, or other sources)
The ability to keep the hand and arm steady while making an arm movement or while holding the arm and hand in one position
The ability to quickly make coordinated movements of one hand, a hand together with its arm, or two hands to grasp, manipulate, or assemble objects
The ability to make precisely coordinated movements of the fingers of one or both hands to grasp, manipulate, or assemble very small objects
The ability to quickly and repeatedly make precise adjustments in moving the controls of a machine or vehicle to exact positions
The ability to coordinate movements of two or more limbs together (for example, two arms, two legs, or one leg and one arm) while sitting, standing, or lying down. It does not involve performing the activities while the body is in motion
The ability to choose quickly and correctly between two or more movements in response to two or more signals (lights, sounds, pictures, etc.). It includes the speed with which the correct response is started with the hand, foot, or other body parts
The ability to quickly respond (with the hand, finger, or foot) to one signal (sound, light, picture, etc.) when it appears
The ability to make fast, simple, repeated movements of the fingers, hands, and wrists
The ability to quickly move the arms or legs
The ability to use one's abdominal and lower back muscles to support part of the body repeatedly or continuously over time without 'giving out' or fatiguing
The ability to bend, stretch, twist, or reach out with the body, arms, and/or legs
The ability to quickly and repeatedly bend, stretch, twist, or reach out with the body, arms, and/or legs
The ability to coordinate the movement of the arms, legs, and torso together in activities where the whole body is in motion
The ability to see details of objects at a close range (within a few feet of the observer)
The ability to see details at a distance
The ability to match or detect differences between colors, including shades of color and brightness
The ability to see objects or movement of objects to one's side when the eyes are focused forward
The ability to judge which of several objects is closer or farther away from the observer, or to judge the distance between an object and the observer
The ability to detect or tell the difference between sounds that vary over broad ranges of pitch and loudness
The ability to focus on a single source of auditory (hearing) information in the presence of other distracting sounds
The ability to tell the direction from which a sound originated
The ability to identify and understand the speech of another person
The ability to speak clearly so that it is understandable to a listener
