pumpkin

recette zrir

2011-06-13T14:33:00.001+01:00

Ingrédients

-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.

sa7a we bechfa...........................

lawful manifestation on may 22 2010 against the internet censorship to submit announcement for gathering, here is how it happened

2011-01-12T00:31:00.003+01:00

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

pour fatma

2010-04-05T07:03:00.001+01:00

2.
Originally uploaded by my cup of tea.

nabil & issaoui

2010-04-05T00:09:00.001+01:00

CIMG0575
Originally uploaded by mo7aissa

required skills for a job

2010-02-13T15:23:00.001+01:00

	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

map

2010-01-06T17:16:00.001+01:00

red: travelodge 5075 koval lane 89119

blue: Social Security Administration of Nevada

green: convention center (CES2010)

chronicles

2010-01-03T10:29:00.001+01:00

chronicles

2010-01-03T07:21:00.001+01:00

london underground
district line (green) earls` court station nearest to youth hostel
checking out at 11:00 AM (now 6:20)

http://www.tfl.gov.uk/modalpages/2625.aspx

chronicles

2010-01-03T07:03:00.001+01:00

departure
photo /chaima

chronicles

2010-01-03T07:00:00.001+01:00

good morning from london

Google classic

2009-12-06T05:07:00.001+01:00

Google classic
Originally uploaded by stevesobczuk

tor7 beach amin & hanene le 12 juillet 2009 à Rafraf

2009-07-13T00:57:00.001+01:00

Telnet Building

2009-02-14T23:39:00.001+01:00

friend connect

2009-01-23T23:04:00.002+01:00

amin 's Johary Window

2008-12-23T11:35:00.000+01:00

Arena

(known to self and others)

happy, helpful

Blind Spot

(known only to others)

able, brave, calm, energetic, friendly, intelligent, knowledgeable, quiet, reflective, searching, spontaneous, trustworthy, wise

Façade

(known only to self)

accepting, kind, religious

Unknown

(known to nobody)

adaptable, bold, caring, cheerful, clever, complex, confident, dependable, dignified, extroverted, giving, idealistic, independent, ingenious, introverted, logical, loving, mature, modest, nervous, observant, organised, patient, powerful, proud, relaxed, responsive, self-assertive, self-conscious, sensible, sentimental, shy, silly, sympathetic, tense, warm, witty

Dominant Traits

66% of people think that amin2511 is brave
66% of people think that amin2511 is knowledgeable
66% of people think that amin2511 is quiet

All Percentages

able (33%) accepting (0%) adaptable (0%) bold (0%) brave (66%) calm (33%) caring (0%) cheerful (0%) clever (0%) complex (0%) confident (0%) dependable (0%) dignified (0%) energetic (33%) extroverted (0%) friendly (33%) giving (0%) happy (33%) helpful (33%) idealistic (0%) independent (0%) ingenious (0%) intelligent (33%) introverted (0%) kind (0%) knowledgeable (66%) logical (0%) loving (0%) mature (0%) modest (0%) nervous (0%) observant (0%) organised (0%) patient (0%) powerful (0%) proud (0%) quiet (66%) reflective (33%) relaxed (0%) religious (0%) responsive (0%) searching (33%) self-assertive (0%) self-conscious (0%) sensible (0%) sentimental (0%) shy (0%) silly (0%) spontaneous (33%) sympathetic (0%) tense (0%) trustworthy (33%) warm (0%) wise (33%) witty (0%)

Created by the Interactive Johari Window on 23.12.2008, using data from 3 respondents.
You can make your own Johari Window, or view amin2511's full data.

my visited Places

2008-12-15T12:21:00.000+01:00

A Picture Share!

2008-11-13T17:11:00.001+01:00

A Picture Share!
Originally uploaded by gadgetgy

My desktop at Work

2008-08-24T19:45:00.001+02:00

My desktop at Work
Originally uploaded by amin2511

thick rope

2008-08-21T20:33:00.001+02:00

HPIM3190
Originally uploaded by amin2511

snapped by charfi

riding a horse along the beach of Rafraf

2008-08-21T20:08:00.001+02:00

Photo201
Originally uploaded by amin2511

picture taken by the cameraphone of Abdelfatteh
sunday 17 august 2008

lunch at Flouka

2008-06-28T10:15:00.001+02:00

securinets garduate party

2008-01-26T13:30:00.000+01:00

2007-12-02T12:17:00.000+01:00

find me

2007-08-08T11:37:00.000+02:00

My Public Key 0xA87AA730

2006-11-11T22:54:00.000+01:00

pub 1024D/A87AA730 2006-11-11
Key fingerprint = 11F9 92FA 6D2E 85B8 29EE BFAD 4E69 637A A87A A730
uid Amin FERJANI (pumpkin)

INSAT

2006-09-21T18:30:00.000+02:00

36°50'34.00" N
10°11'50.00" E

2005-12-12T23:23:00.000+01:00

07/2005

Tunisia Progress 4 all

2005-11-19T00:00:00.000+01:00

me & my friend Houssem

2005-11-18T11:00:00.000+01:00

This is me (left) and Richard STALLMANN (see www.FSF.org)

par Christophe ALIX LIBERATION.FR : 20 novembre 2005 - 12:24
Tunis, envoyé spécial
Durant les trois jours qu'a duré le sommet de Tunis, les 25.000 participants qui arpentaient les allées du palais des congrès du Kram, dans la banlieue de la capitale tunisienne, arboraient tous autour du cou leur badge électronique, porté en penditif. Tous sauf un.
Présent au SMSI, Richard Stallman, père du logiciel libre «gnu-Linux», l'avait entièrement recouvert de papier d'aluminium, afin de masquer la puce contenue à l'intérieur. Une manière pour cet inlassable militant d'un réseau des réseaux libre de tous droits de propriété et préservé de tout flicage sécuritaire de protester contre la traçabilité que permettent ces étiquettes high-tech. D'où les incidents réguliers et totalement surréalistes avec le personnel tunisien d'organisation de l'événement qui ont émané ses allées et venues dans l'enceinte du SMSI.

GuestBook

2005-10-18T18:12:00.000+01:00

almost all the classmates

2005-10-16T10:00:00.001+01:00

almost all classmates

Aymen, Abdelkarim, Hamed, Amir, Mokhtar, Amjed, Noamen, Ramzi, Ramzi , Bechir, Sami
Youssef, Wajdi, myself, Anouar, Zied, Zied, Hamma, Hamdi and Wassim

classmates

2005-10-16T10:00:00.000+01:00

gathered in front of the classroom, from right myself, Aymen, Amir, Youssef and Wajdi

Goalkeeper

2005-10-08T23:10:00.000+01:00

goal keeper watching the match

winner team

2005-10-08T15:00:00.000+01:00

the joy of winning

russian climbing: favourite sport

2005-09-09T13:28:00.000+02:00

2005-08-13T00:30:00.000+02:00

riding the bicycle

2005-08-12T13:00:00.000+02:00

under the wall

2005-07-12T15:00:00.000+02:00

amin and my cousin malek

RAF-RAF

2003-07-30T11:00:00.000+01:00

Rafraf is a wonderfull place
this is in summer 200?

1998-07-30T11:00:00.000+01:00

this is in Salakta, summer 199?
i'm with the blue short, Ahmed with red one and Oussama on the left