University of Virginia (UVA) Cavaliers – Nickname Explained

The University of Virginia Cavaliers share a nickname with the Cleveland Cavaliers NBA franchise but that is where the similarities end. The explanation for the University of Virginia Cavaliers nickname actually involves a story of historical significance to the region.

Located in Charlottesville, Virginia the school with a total student population of close to 20,000 is often referred to simply as UVA for short (based on the post office state abbreviation VA for Virginia). The orange and navy blue now worn by the Cavaliers first went into effect in 1888 when athletic teams representing the college used to square off with local YMCA teams for lack of more formal competition. Many people are interested to learn that in the earliest days of collegiate athletics playing games against local YMCA groups was the norm all over the country. In fact, the University of Kentucky basketball program that currently has the most wins of any college team in history began their success with a single victory in the 1903 season against a YMCA squad (the UK team finished a disappointing 1-2 in that first season).

The origin of the Cavaliers nickname comes from what was going on in this region of the world during the seventeenth century when England was involved in a civil war that pitted supporters of the Parliamentary system of government against King Charles I who asserted absolute power in terms of rule. The use of the word Cavalier predates the formation of the United States of America with a very similarly spelled version of the word being used by William Shakespeare in his famed Henry IV play. Shakespeare chose the word to describe a swashbuckler who was not unlike the current University of Virginia mascot that is a sword wielding fellow on horseback. Before being penned by Shakespeare in the final years of the sixteenth century the historic nature of the word Cavaliers dates back to the Spanish word caballeros (translation: horseman) which is actually a derivation of the Latin term caballarius -which has a similar meaning as the Spanish term.

With a solid foundation of the etymology behind the term Cavaliers it is important to understand how it relates to the Virginia program in Charlottesville. Before the days of the American Revolutionary War the modern day state of Virginia was known as the Commonwealth of Virginia. The Commonwealth of Virginia had a reputation of being home to a great many loyalists that were very supportive of the British Crown. When the University of Virginia officially took on the name the Virginia Cavaliers in 1923 it was to pay homage to a bygone era when during the tumultuous seventeenth century British Civil War the good people of the Commonwealth of Virginia aligned themselves with the Royalist supporters who were often referred to as Cavaliers.

The next time you are watching the University of Virginia Cavaliers square off against the University of North Carolina Tar Heels (the oldest rivalry in the South – dating back to 1892) feel free lean over to a buddy and impress him with your thorough knowledge of the seventeenth century British Civil War and the subsequent role that era played in the eventual selection of the UVA Cavaliers nickname.

How Should I Make Notes at College Or University?

If you are to take notes effectively as students at college or university, you need to think carefully about how best you will be able to read and understand concepts relating to the subject that you are studying in shortened or even abbreviated form for the purposes of completing your coursework essay writing assignments and/or revising for exams.

Therefore, in this short article I will look to show you as to how I have abbreviated ideas in note form in relation to a particular aspect of a subject in the following example regarding the notes necessary for learning and revising contract law to be better prepared for an exam.

In so doing it is necessary to –

(a) Pick out the key concepts (e.g. in contract law – offer, acceptance, consideration, ‘the Postal Rule’, misrepresentation, etc . . .).

(b) Define the most significant ideas.

(c) Recognise links between areas of subject.

(d) Outline key aspects (e.g. in contract law, case law court decisions and sections of statutes).

(e) Use key references where they are applicable to support what you are saying.

(f) You can use complete sentences or write in a more notey fashion missing out less important words in sentences to make things a lot easier.

On this basis an example of this in practice can be given with regards to the ‘Formation of a Contract’ is as follows –

Formation of a Contract

In looking to consider whether a valid contract has been formed it is generally considered to be a good idea to look at the negotiations that have taken place between the parties. But this can be quite problematic where there there is a lengthy course of negotiations between the parties because it may be difficult to effectively determine when they have actually reached an agreement, supported by Kennedy v. Lee (1817) 3 Mer 441. Nevertheless, inspite of a prolonged period of continuing negotiations, the courts may be willing to find a concluded bargain; and, if so, a continuance of the negotiations thereafter will not necessarily terminate that agreement, illustrated by Davies v. Sweet [1962] 2 QB 300.

However, in making their decision in relation to any series of negotiations put before them, the courts will also look to consider the three fundamental aspects that are recognised as part of any contract – (a) offer; (b) consideration; and (c) acceptance – in order to make their decision about whether an agreement has been formed leading to a binding contract.

(a) Offer

The offer is considered to be concerned with the making of a written or oral proposal to give or do something as part of an agreement that may be deemed to be a legally binding contract in certain circumstances that may be express or implied from the conduct of the parties in any given case. As a consequence, it is important to understand that the person making the offer is the offeror, whilst the person to whom the offer is made is the offeree and any given offer must adhere to the following rules – (i) it must be made to a definite person, class or person, or even the world at large; (ii) it must be effectively communicated to the offeree before acceptance; but (iii) the offer is only considered to have been made when it actually reaches the offeree – see, by way of illustration, the decision in Adams v. Lindsell (1818) 1 B & Ald. 681.

(b) Consideration

The element of consideration within a contract refers to that which is actually given or accepted in return for a promise as part of an agreement in the form of a “right, interest, profit or benefit accruing to one party, or some forbearance, detriment, loss, or responsibility given, suffered or undertaken by the other”, in keeping with the decision in Currie v. Misa (1875) LR 10 Ex 153. Consideration is executed when the act that is considered to constitute the consideration in a given case is performed and is deemed to be ‘executory’ when it is yet to be performed in the future. But regardless of this, any element of consideration must be legal, not be past, and move from the promisee to the promisor, supported by Lipkin Gorman v. Karpnale [1991] 3 WLR 10.

(c) Acceptance

The idea of acceptance relates to the idea of where an offer is made by one party that is considered to be acceptable to another without qualification in words or through conduct to the offeror in conformation with the indicated or prescribe terms of the offer that has been made, in keeping with the decision in Hyde v. Wrench (1840) 3 Beav 334. But it also must be recognised that it is possible to have an acceptance ‘subject to contract’ where the parties will only be bound where a formal contract is prepared and then signed, according to Chillingworth v. Esche [1924] 1 Ch 97.

The Cost Of A Worthless Degree From California State University Just Got More Costly

Inflation has been all but non-existent during the Obama Years, yet you wouldn’t know that looking at the increase of College/University Tuition at the State Level, especially in California. Students are told in High School that college is mandatory to have a fruitful life and live in the elusive middle class, and are told to go into debt to get that degree (more like economic enslavement) with no guarantee. Most of the college professors and administrators are in the 2%, no not the 1% but well ahead of what their students should ever expect to get to. Let’s talk, because the academic bubble is still building and its about to pop – things have gotten way out of hand.

There was a rather troubling segment on ABC News Affiliate in Los Angeles (Eyewitness News 7) recently titled: “CSU Trustees Vote to Raise Tuition by 5% Amid Protest From Students” on March 22, 2017.

First, I’d like to point out that the education hasn’t gotten any better at the California State University System, by all measures and accounts it has gotten worse. Degreed Students are valued less in the marketplace, as employers realize their education isn’t as good, and that those degrees don’t predict the students will be productive employees or even have a clue as to what they are doing.

Most professors, especially tenured professors are not teaching in the classroom much, as they spend lots of time on sabbaticals, and have grad students lecturing now. The increased costs of the university has to do with legacy costs (Pensions) and increase healthcare Cadillac Style Health Care Programs for staff and professors. Although their pension fund is not as bad as the University of California System which highly underfunded, it isn’t breaking any records either – this Trump Bump in the stock market recently has saved their asses (temporarily) if you’d like to know the true skinny on that.

It’s time to face facts – The CSU system (California State University) is broken, academia is broken close the damn universities who give degrees in Gender Studies, Sustainability, Ethnic Equality, LBGT Studies – those kids aren’t going to get work to ever pay off those student loans – academia is on drugs by any rational observable standard – worthless – totally worthless surviving off of Federal Research Grants and Taxpayers and extortion tuition, subsidies and socialist agendas. Some at our think tank online, to put it quite bluntly, say; “To hell with all of it, it’s just BS now,” and I believe these think tank members are absolutely correct.

Why the 5% increase in tuition when enrollment is at an all-time high? Why the increase in tuition without increased benefits? The degrees aren’t worth any more than they were last year, in fact they are worth less now. The California State University System is out-of-control just like the University of California System is, and academia across the country is with student loan debt hovering at 1.4 Trillion Dollars, 45% of those loans have never made a single payment or are 90-days overdue. The academic industrial complex is a giant bubble about to burst, and what does the CSU system do? Raise tuition? Oh, well that’s just going to help a lot lot… NOT!

The Family University Network: Unplugging Institutional Higher Education

Why not build a Christian family enterprise with the energy, funding, and infrastructure that would otherwise build the state or private educational institutions?

It is common knowledge today that serious moral problems exist in families, churches, schools, colleges, corporations, and political arena. These problems have academic, moral, and philosophical roots reaching back centuries, and have been promoted by the systematic separation of knowledge from faith in God. The significant amount of teaching required to equip people with the ability to discern the times and apply Scripture by faith to all areas of life, requires diligence in all areas of learning, and at all levels of education.

Secular universities are openly hostile to the Christian worldview, and the best of the Christian colleges cannot replicate the family away from home. Nehemiah Institute worldview assessment of 1177 students in 18 Christian colleges over 7 years demonstrated that Christian students are graduating from Christian institutions with a secular humanism worldview, even where their professors have a Biblical Theist worldview. Even the above average Christian colleges are little better than their secular counterpart because the curricula are developed under the same institutional accreditation guidelines, the same text books are used, many of the faculty were trained at secular institutions, and the family learning context is ignored.

Even the best of Christian distance education does not purposefully involve the family in the learning process, nor couple with individual family convictions, nor uses the family knowledge base, nor earns family income. It is time to unplug institutional higher education and bring higher education home.

The establishment of family universities and networks based on the fellowship of the church is one solution. This can help individuals and families implement the Christian philosophy of education through developing their own family university and complementary business as a part of the dominion mandate (Psalm 8).

University education needs to be reinvented with a Biblical understanding to strengthen the family and church. Christian people can easily learn how a family university can uniquely provide the humble, relational, and Spirit led ideal Biblical higher education for their young adults to participate in building a strong Christian family, church and culture.

The benefit of a network for learning was forseen by Ivan Illich, philosopher of the 1970s who spoke in favor of home education. He stated that “If the networks I have described could emerge, the educational path of each student would be his own to follow, and only in retrospect would it take on the features of a recognizable program. The wise student would periodically seek professional advice: assistance to set a new goal, insight into difficulties encountered choice between possible methods. Even now, most persons would admit that the important services their teachers have rendered them are such advice or counsel, given at a chance meeting or in a tutorial. Pedagogues, in an unschooled world, would also come into their own, and be able to do what frustrated teachers pretend to pursue today.” Ivan Illich, Deschooling Society, 1970.

There is only one such family university network in operation at this time, but the time has come for this concept and therefore this is likely just the beginning of home schooling expanding into home college.