.
Heey, now we go to a video store where The Nasty Boys show up. They harass the manager and ask him where the WWF videos are. They find the section and a customer tell them that he loves them. They shove him out of the way and look around. "Hogan Forever? Are you crazy?" "Piper? He's a jerk!" "L.O.D? Who cares!!" Then the manager comues over, trying to lay down the law and he gets the tapes dumped on him and silly stringed. Now the Nastys are running the store and order 3,500 Nasty Boys videos. A customer asks for ballet videos..."Ballet?"... and he gets bombarded w/ videos as well. Har, har.
Match #7- Virgil Vs Million $ Man Ted DiBiase (w/ Sherri) for the Million $ championship...Special Ref: "Macho Man" Randy Savage"- There's some dissension between Savage and DiBiase to start the match. Well, as long as the wrestlers can keep continuity then I can be glad. DiBiase taunts Virgil, who has the title for this match, I might add. Both men, lock up and that starts into punches right away. DiBiase rolls out and Sherri tries to console him. You see, much more likeable she is w/ NO audible sounds coming from her? Back in and Virgil w/ right hands...irish whip, backdrop and Savage counts for 2. DiBiase complains of a fast count. Irish whip again and DiBiase catches Vigril with a kick. Now some stomping and a chinlock. First resthold on this video in a couple of matches. Anyway, Savage checks, Virgil says..."Noo, nooo, there ain't no quit in this bad, baaaaad man." Or something to that effect, he may have just shaken his head no, I think. Clothelines galore by Virgil and now a dropkick, 2 count. DiBiase suplexes Vigril a couple of times and now goes to Savage again. Savage gets upset and now DiBiase nails him w/ a right hand. Savage goes flyin to the outside. Dibiase applies the Million $ Dream no and Savage climbs to the top turnbuckle. He hits DiBIase w/ a double ax andle and drapes Virgil over him...1..2..3. (8:24) Sherri tries to come in, but Savage scares her off.
My Take: Nice little match there. Matches like these make Colisuem Videos worthwhile. Something different, but not as CORNY or DULL as that Manager Cam thing they tried earlier. 5 out of 10.
HEY, the Disney Channel is showing a video tour of The Pirates of the Carribean ride at Disneyland. Oh man, it even has the pirates chasing those women and wanting to get under their skirts. Of course, that was before those damn Civil Rights groups got involved...now the pirates chase the women to get the food they're carrying. Right. Wouldn't want to the let the pirates get lucky....
My Take: It was just really odd to see The Undertaker back when he was THE Undertaker. I know people have to re-invent themselves sometimes, but there's no comparison as to which version is better. The match was crap...3 out of 10.
Meanwhile....back on some planet...Captain Kirk and Spock are lost and need help. Thanks for watching Invasion '92...goodbye.
Final: Umm, okay. So THAT was the main event? The video just got worse and worse w/ almost every match. All the good stuff at the beginning, the middle treaded water and the end just sank the whole thing. The goofy outer space feel didn't help matters either. With one match near a 10 and everything else w/ a 5 or less, this tape doesn't make for good renting material.
W/ 31 out of 80 being the total score...that's not good. If you see this tape, you might want to pass it up.
If the world don't end come Monday....I'll see ya next week and enjoy the arrival of the new year. I hate football by the way.Architectural and Planning Studio (APS), was recently commissioned to design the ‘Megahey Learning Resource Centre’ (LRC), which was funded by anonymous donation to the Peterhouse (PH) Group of Schools, in Marondera, Zimbabwe. The LRC was built in the name of ‘Alan Megahey’ a former Rector/Headmaster, and is intended to honour his considerable ability and contribution to the school, specifically in the fields of culture, intellect and innovation.
The building was envisioned by the donor, as a synthesis between traditional ‘library’ and modern ‘IT centre’ – as well as housing an archive of information and memorabilia collected by both Alan Megahey & Peterhouse School.
The building placement within the Schools campus complements the notional ‘Great Court’ at the Boys School, and re-activates an old stone amphitheatre to the North, where open–air theatrical productions were once performed. Whilst the granite cladding to the North, anchors the new building to its contextual surrounds, the glazed facade to the South, connects the building to its projected future and opens up, to the ambient light and distant views beyond.
The building is intended to enhance and activate adjacent external spaces – thereby multiplying the buildings effective footprint threefold and increasing its extended student capacity. With this in mind the envelope opens up to landscaped gardens, and terraces, allowing the exploration of mixed media in a more casual outdoor environment.
The architectural approach aims to de-institutionalise the traditional library and weave contemporary forms of media and technology into the fabric of the building – making information of all kinds, more accessible to students and teachers than ever before, in an environment that is both stimulating and engaging.
The LRC is realised as a series of individual and collective gathering spaces under one roof – where a spectrum of learning resources and multimedia, in all its forms can be consumed, shared and enjoyed by pupils and staff. To this end the ground floor is more public, and geared to larger group activities, whilst the first floor is more private and geared to quieter, smaller groups of people and individual isolation and concentration.
The library of books have been intentionally saturated, within the building framework, whilst the array of IT options (Wi-Fi, internet, intranet, portable and fixed devices) are seamlessly available to the students and staff in a multitude of forms, internally and externally. Currently, equal importance and accessibility is given to both books and IT, however, as IT becomes more prominent and pervasive, and the printed media becomes less so, the books are intended to be retained as a feature element of the building and showed off for contextual posterity.
Within the building, books and computers are accessed from various fixed and movable furniture, allowing for both static and flexible arrangements, depending on group size and activity. Numerous recessed floor boxes have been located around the floor plates, to allow for adaptable spatial layouts, and the constant need to recharge power, or hardwire data, regardless of any future unknown IT advances. A new server room is located beneath the stairs with a transparent door allowing for secure access control, as well as a visual connection to the blinking engine room beyond.
Whilst the outside of the building is politely respectful of the school’s history, reputation and context, the interior of the building is more playful and designed to activate imagination and curiosity. The double volumes and light/bright open-plan spaces are intended to reflect the quest for a more progressive and innovative workspace, where collaboration is encouraged and hierarchies between staff & students, juniors and seniors, and boys and girls are broken down, within a relaxed, neutral space.
Access control of books, devices and people, is currently undertaken manually due to budgetary constraints, however provision has been made for future connection to an electronic sentinel system at each entry/exit, as well as an integrated electronic library management and tracking system. Surveillance of student behaviour is managed subtly at the ‘reception’ and ‘career guidance’ hubs, which have broad views of each floor and CCTV is in place to record the responsible use and security of books and devices.
Vertical wall elements rise internally on both sides of the building, spanning the ground and first floors – Depending on their location and intended function, these are either punctured with feature shelving, or remain blank and flat faced, with the intended possibility of hosting pictures, monitors, or projected images that will form a collective and constantly evolving display within the building.
Thanks to the internalised columns and cantilevering beams, the horizontal planes of the roof and floor appear at times to float over the heavier masonry bases of the building. Structural beam and column elements are architecturally emphasised so that aesthetic form, follows structural function. Locally quarried granite stone, connects the building to its geographic surrounds and the schools historic past. Whilst rough cut concrete blocks (used both externally and internally) offer continuity to its projected future, as represented by the use of steel and concrete and generous quantities of laminated glazing. The curved seating terraces and gallery above, are emphasised by the thinned edges of floor plates, the permanent formwork of aluminium edge channels, and a brushed stainless steel & glass balustrade.
LED strip lighting is used internally to emphasise the library collection, whilst zesty and vibrant colours, are used throughout to bring visual stimulation and excitement to the internal facades and bring focus to the schools valuable books. Natural ventilation, is supported during the winter months, by tempered A/C, and