OOC SECTION
What is your Minecraft username?:
Miamorchito (Applying)
AngyUser
What is your time zone?:
Central Time Zone (CST)
Atlantic Daylight Time (ADT)
What is your discord username? (eg @muffincats)
@nicolin
Link all previous applications you made on the server:
KPD Application | Denied
Doctor Application | Accepted
Lawyer Application | Accepted
Doctor Application | Denied
BMD Application | Denied
Korean Language Application | Accepted
Third Language Authorization Application | Accepted
French Language Application | Accepted
Italian Language Application | Accepted
Describe your activity on SchoolRP:
I am very active in SRP whenever I have free time. I become more active during vacations and on weekends if I am in school. I spend most of my time with my College character, Michele Bendetti, or my Adult character, Ji Kaizen, either exploring the city or hanging out with my friends. Here is a chart showing my usual availability while I am in college.
Miamorchito (Applying)
AngyUser
What is your time zone?:
Central Time Zone (CST)
Atlantic Daylight Time (ADT)
What is your discord username? (eg @muffincats)
@nicolin
Link all previous applications you made on the server:
KPD Application | Denied
Doctor Application | Accepted
Lawyer Application | Accepted
Doctor Application | Denied
BMD Application | Denied
Korean Language Application | Accepted
Third Language Authorization Application | Accepted
French Language Application | Accepted
Italian Language Application | Accepted
Describe your activity on SchoolRP:
I am very active in SRP whenever I have free time. I become more active during vacations and on weekends if I am in school. I spend most of my time with my College character, Michele Bendetti, or my Adult character, Ji Kaizen, either exploring the city or hanging out with my friends. Here is a chart showing my usual availability while I am in college.
Monday | Tuesday | Wednesday | Thursday | Friday | Saturday | Sunday |
|---|---|---|---|---|---|---|
15:00 - 22:00 | 15:00 - 22:00 | 15:00 - 22:00 | 15:00 - 22:00 | 15:00 - 02:00 | 15:00 - 02:00 | 10:00 - 22:00 |
Describe your roleplay experience with SchoolRP and other roleplay networks in general:
I started roleplaying in 2019, during a very weird time in my hometown, where we were forced to lockdown and could not leave. It was during this time, in addition to my growing interest in finding new gameplays that would catch my attention, that I joined, by accident, a roleplay community in Arma 3. I stayed for months, learning the very basics of what roleplay is, how to roleplay properly, and much more. Later on, in 2020 and 2021, I started expanding my roleplay experiences in Garry’s Mod and FiveM, where I got more learning opportunities. During 2021, I discovered SRP and started learning about Karakura and the community of this server. However, I never had the chance, nor the courage, to get more involved in SRP.
. . . . .
Gang Roleplay
I officially started my experience in roleplay after joining Man’en, a gang inside School Roleplay. During this time, I started learning more about how to properly roleplay, do proper actions, learn the rules of the community and the server, and the basis of detailrp, which became helpful for my experience later on. I stayed in this organization and progressed accordingly, getting more and more experience and learning how to collaborate in my new roles.
. . . . .
SRP | Lawyer
I joined the Karakura Government shortly after ending my era in Gang Roleplay. I joined due to personal motivations, and I do not regret having the opportunity to be part of that experience. I discovered my love for the world of law and was glad to know many people inside the faction, some of whom I talk to nowadays. I became very invested in performing well and competing with my colleagues to outperform ourselves. I learned more and more about how to detail RP and understand the standards and expectations of a workspace in this server. Unfortunately, I did not continue serving this faction for personal reasons, but I did learn and enjoyed my stay quite a lot now that I look back at it.
. . . . .
SRP | Doctor
I started my roleplay experience in the EMS faction around the same time as I was working in the Government as a lawyer. I have had some knowledge on how to operate due to my previous experiences in roleplay, and I decided to try it out. I worked constantly and tried, once again, to perform well and set a good standard for myself. I liked my stay in the Hospital and tried my best to learn more while working in the faction. I further expanded my knowledge of detailRP since I was in charge of giving specific actions of the operation I needed to work with. It was a more technical roleplay than my last experiences, considering it was mainly text-based and less interactive, as it was with Arma 3, Garry’s Mod, or even FiveM. Nevertheless, I loved the experience and, unfortunately, had to leave once again.
What are your current roles on SchoolRP:
[Adult] Ji K. Kaizen
[Adult] Angela Bendetti
[College] Michele A. Bendetti
[Grade 11] Carlo F. Bendetti
What is the subject you want to teach?:
Humanities | Law
TRIVIA SECTION
What is your motivation for becoming a professor?:
Motivation!
I have been considering joining the faculty for a long time, even before the pause from SRP. Some of my friends always talked about what it was like to be a teacher/professor, and how they liked staying there. However, I never had the proper time or accounts to give it a chance, and I was always too busy doing College work, Lawyer work, and EMS work in SRP, that I never had the time to sit and think about being a Professor. Now that the timing is right and I have come back from what I thought was a permanent pause in SRP, I believe that joining this faction is a path in the direction I’m interested in.
. . . . .
Previous Experiences & Interests
When I was a Lawyer, students came to me, asking about different legal matters. I always enjoyed seeing them struggle to understand, and I explained how the Karakura laws worked. It was always a refresher to have the interaction with students who came to me and asked questions, because it felt like my knowledge was tested, and students looked upon me to learn from, which made me feel proud of what I was doing at the time, and motivated me to work harder. Since I liked that experience so much, I decided to give it a chance and apply as a Professor, both for me and the students.
Work out two interactive classes you will host if accepted:
1. Open Debate!
What is your motivation for becoming a professor?:
Motivation!
I have been considering joining the faculty for a long time, even before the pause from SRP. Some of my friends always talked about what it was like to be a teacher/professor, and how they liked staying there. However, I never had the proper time or accounts to give it a chance, and I was always too busy doing College work, Lawyer work, and EMS work in SRP, that I never had the time to sit and think about being a Professor. Now that the timing is right and I have come back from what I thought was a permanent pause in SRP, I believe that joining this faction is a path in the direction I’m interested in.
. . . . .
Previous Experiences & Interests
When I was a Lawyer, students came to me, asking about different legal matters. I always enjoyed seeing them struggle to understand, and I explained how the Karakura laws worked. It was always a refresher to have the interaction with students who came to me and asked questions, because it felt like my knowledge was tested, and students looked upon me to learn from, which made me feel proud of what I was doing at the time, and motivated me to work harder. Since I liked that experience so much, I decided to give it a chance and apply as a Professor, both for me and the students.
Work out two interactive classes you will host if accepted:
1. Open Debate!
One of the many things I used to do in high school and college was to have open debates during classes. This was a great learning opportunity to not only understand the law but also our points of view as citizens. There will be a prompt in which students will need to pick a side to defend. An example of a prompt could be: “Is being fined for disrespecting a government official against freedom of speech?” With said prompt given, students will choose a side to either represent in favor of the prompt or against it, and will have their respective time to research inside the Karakura constitution and bylaws, if necessary, to later have a debate on their points of view.
In this class, the Professor works as a mediator and evaluates the content of the argument and how students can give an informed argument to the class and express their stand on the topic. It is also important to make sure the debate does not get heated or violent, and to make sure there is always an instance of respect in the classroom. After each side has given their respective arguments, the class would end, and the students' performances would be addressed by the professor, showing them their weaknesses and strong points in their arguments.
The whole point of this interactive class is to develop more invested youth in law and being active citizens, and help them create their voice. Some of the prompts that could be given could directly relate to a student's moral compass, and that can help them learn why they think the way they do, and how they can express their opinion to others.
In this class, the Professor works as a mediator and evaluates the content of the argument and how students can give an informed argument to the class and express their stand on the topic. It is also important to make sure the debate does not get heated or violent, and to make sure there is always an instance of respect in the classroom. After each side has given their respective arguments, the class would end, and the students' performances would be addressed by the professor, showing them their weaknesses and strong points in their arguments.
The whole point of this interactive class is to develop more invested youth in law and being active citizens, and help them create their voice. Some of the prompts that could be given could directly relate to a student's moral compass, and that can help them learn why they think the way they do, and how they can express their opinion to others.
2. Class Presentations!
A way to make the students learn and be interested in a topic is to make them create a presentation for the class, talking about a certain legal topic they may be interested in. Topics surrounding the Constitution, Laws, or other topics they may find interesting could serve as the basis for their research. The way this is going to work would be as follows: there will be part one, in which the introduction of the assignment will be given, and students will have the rest of the time to get information, ask questions, and prepare their presentations. The second part will be in the next class, where students will have a set time to give their presentation on the topic they chose. Once the class ends, the Professor will evaluate their work based on their arguments, research, and the delivery of the dissertation.
Work out a field trip (meaning a class outside school grounds) you will host if accepted:
Students of Law who have the chance to go on field trips will have the opportunity to visit the Town Hall and learn from the workers in the building. The purpose of the field trip could be to witness a trial take place during school hours, which has been the case some times, or simply to interact with Lawyers, Judges, and the Governor of the building. Suppose the purpose of the trip is to witness a trial take place. In that case, the students will be given the instructions to write a summary of the case, what happened, the delivery, and optionally, their opinion about the case. The work will be given at the end of the field trip and evaluated by the Professor to make sure they not only understood how due process works in Karakura, but also see what they had learned in their visits. On the other hand, if no trial is taking place, and the purpose of the trip is to visit and interact with the personnel of the building, students will be instructed to prepare questions before leaving the school, so they can ask their questions to the workers of the Town Hall. The questions should be related to the themes of law, not to vain matters. They will interview a certain number of workers before signing the books and delivering them to the Professor. The work will be evaluated on how well-made, deep, and how many people the student interviewed.
Alternatively, there could also be a field trip to the Karakura Police Department to understand more about the crime-oriented areas of law. Again, in order to do this, there will need to be communication between the factions to coordinate a proper time and date for this field trip. Once in the station, students could either receive a book with different questions they will need to answer, either by learning from the officers or during their visit to the KPD building. Once the visit concludes, the students will deliver the book to the Professor for evaluation.
Alternatively, there could also be a field trip to the Karakura Police Department to understand more about the crime-oriented areas of law. Again, in order to do this, there will need to be communication between the factions to coordinate a proper time and date for this field trip. Once in the station, students could either receive a book with different questions they will need to answer, either by learning from the officers or during their visit to the KPD building. Once the visit concludes, the students will deliver the book to the Professor for evaluation.
SCENARIO SECTION
Your character would encounter a group of college jocks surrounding a bobcat jock, what would your character do?
Your character would encounter a group of college jocks surrounding a bobcat jock, what would your character do?
Ji would interact with the students to better understand the situation and address it if there is any issues. Sometimes, situations like this can be perceived the wrong way when looked at from the outside, thus knowing what is going on is going to be important for further actions. If the case is associated with harassment or bullying, Ji would immediatelly tell the College Jocks to leave the area immediately, warning them with a possible Detention Slip. If the students do not comply, or the situation is going to get out of hand for one person, Ji will contact more faculty members in order to assist him. Once the situation is under control, he will make sure the Bobcat Jock does not present any signs of bruises and whatnot. The student will be sent to the nurse, if necessary, and the situation will be communicated to the higher-ups.
Your character would be supervising detention, one of the students constantly disturbs by asking stupid questions, what would your character do?
Usually, Ji would try to address the issue by telling the student to lower their voice, but considering that this had already been tried, and the student decided to continue, here will be another approach; Ji likes to reason and talk with people, thus he will be approaching the student and trying to calm the situation. If the student decides to continue misbehaving, Ji will try to make him reason, possibly saying that if this situation continues, there will be further consequences. If the student decides to continue, an appropriate sanction will be given to said student, in hopes that the behavior does not continue any longer.
Your character would be hosting a class, and a group of cheerleaders keeps on playing songs on the phone and calling out other students in the class, what would your character do?
My character will address the issue, trying to tell the cheerleaders to turn off their phones and keep quiet during lectures. If they choose to ignore Ji, he will directly say their names in front of the class and warn them that if that behavior continues, they will be sent to Detention and be kicked from the class. If they once again ignore Ji, he will walk up to them and hand each one of them a Detention Slip, clarifying that they had the chance to stop, and that they will be leaving this classroom immediately.
Your character would be walking on the school perimeter and encounter a fight between a couple of students, your character tried to break it up but it didn't help, what would your character do?
If the scenario were that multiple students are involved in a fight and Ji is unable to separate them, he would immediately call for faculty members to assist in the situation and try to stop the fight. Like the scenario with the Spartans and the Bobcat Jocks, the priority is to stop the fight and understand the situation further in order to see who started the fight, who continued it, and see if there are any underlying issues between the students that could be addressed from faculty. Once the fight has stopped, each one of the students who actively fought each other will receive a detention slip, if not any other proper consequence, for example, expulsion.
CHARACTER KNOWLEDGE
Tell us everything you know about the character you will be playing in a few paragraphs. What does they look like? What makes them unique and different? What is their outlook on Students? What about the other teachers? What is their personality like? What is their plan for the future?
Tell us everything you know about the character you will be playing in a few paragraphs. What does they look like? What makes them unique and different? What is their outlook on Students? What about the other teachers? What is their personality like? What is their plan for the future?
Standing at a height of 6’3, Ji would be a Korean male. He would carry medium-length wavy hair, styling a mid-cut that would fall towards the sides of his head. His face would lack expression; his sharp black eyes and concerned look would evidence a worried look on Ji's. His attitude, nevertheless, would show another story: a weak, yet sincere, smile, and his interest in knowing more about people would expose the type of person Ji really is.—Concerned, worried about what there is to be, but on the other hand, the struggle to be happier and enjoy with the ones he respects. Evidence of the strict and rigid childhood he had to live in Korea.Ji loves to be concerned about people, to care about them. He prioritizes the people he serves before anything else, such as the students. He was once a student, and his professors were the ones who gave him an opportunity in life; Ji would be the same way with his students, trying to see how he can help them not only in studies, but also in life, offering advice to them if needed.
His previous stay in the Karakura Government made Ji grow a deep care about his colleagues since they were the people who usually helped him whenever he doubted himself or the approach he had to take with certain cases. Ji would be the same way with faculty, keeping his distance at first to know them better, but once he feels comfortable, opening up and coming for help. He will keep his professionalism at work, but he will be open to spending time with others outside of school.
As for his future, things change rapidly, so there is little to plan for him. Professionally speaking, Ji wants to outperform himself—he wants to be good at his job not only for himself, but for his students. Personally speaking, he does not know what he wants in life; he wants to be in a stable job, have a family, and hopefully retire without any issues.
Describe how your character ended up becoming a teacher and their previous life. It is optional to include earlier life but recommended.
Make sure this is over 100 words.
Make sure this is over 100 words.
Born on a cold November 15th in a hospital in Seoul, South Korea, Ji was the youngest child of the Kim Nyeong clan, a distinguished and respected family whose backstory is aligned with essential positions in the country. His mother, Byeol Kim, a student at the time of her pregnancy, and Hiroto Kaizen, a generalissimo retired military officer, caused Hiroto's love affair with a child whose destiny would be marked by the lack of recognition by both of his families. At a young age, Ji and her mother were targets of discrimination by not only the people who knew about the incident but also by their own family members. The Kims did not recognize Ji as one of their own since the relationship between Hiroto and Byeol was not sacred; they were not married nor devoted to having a family when Ji was born, making them view him as a "Bastard Child." Life was not easy for the most part; not being supportive of him and constantly setting him apart set the stage for a distant and cold relationship between the family members. Her mother, in particular, knowing the situation her family was putting her own son in, decided to take action into her own hands, starting a strict regimen and placing high expectations on his son in order to prove the Kims wrong.His adolescence was no different; studying at his local high school, Ji's remarkable grades surpassed those of his peers, who consequently isolated Ji due to their thinking that he got it due to his family status. The reality, nevertheless, was far from the truth. Her mother's high standards forced Ji to keep a perfect grade on every course he took. Such expectations created an incredible academic base but also weak social skills, and it was clear to her mother, who constantly had to stand for her son, who had perfect scores but subsequently left the opportunity to interact with potential friends. Once he graduated from high school, Ji was immediately placed at the University of Seoul, where he started his new academic degree, Criminal Justice.
During his time as a scholar in college, Ji developed a passion for sports and debate. Despite his evident lack of social interactions, Ji presented a clear potential when it came to debating and physical exercise. He joined the university volleyball team and the student council, positions that his mother did not approve of, but ultimately had to accept since she agreed that Ji needed to have the option to decide for himself. His love for learning, as well as his ability to help with both his college and his sports team, made Ji stand out from the rest of the students at the University. He became the captain of the volleyball team and vice president of the student councils, positions that clearly showed Ji's determination to achieve greatness. On top of that, his constant search for a deeper understanding of the world of law granted him a research opportunity with Professor Hayashi, working together in the interpretation of recent laws and the correction of mistakes that could have been present in the courtrooms in Seoul. Such achievements granted Ji a scholarship to continue his studies, and he is now a prospective lawyer with a Juris Doctor degree. He subsequently accepted the opportunity, continuing his degree and involving himself once again in some extracurricular activities. Thanks to Professor Hayashi, Ji was able to secure an internship at a local law firm dedicated to legal disputes and focusing on contracts. Ji worked for them as an assistant and Junior Associate, helping the team file lawsuits and resolving disputes, which mostly came to an agreement.
Upon obtaining his J.D. degree, Ji was offered an opportunity to continue his work in the firm, now as a Lawyer. However, Ji's interests differed from the opportunities he was being offered. With the money he gathered during his time in the law firm, he was able to partly pay his tuition for the continuation of his academic life, now reaching the Master of Laws degree. He rejected the opportunity to serve as a lawyer in the firm but permitted himself to continue his internship until his graduation. Once he earned his final degree in the world of law, he was suddenly presented with numerous job opportunities, ranging from the western parts of China to the busy life in Seoul and the developing parts of Japan. However, one of the options that caught Ji's interest was a position to serve in the government of a growing city on a small island in Japan—Karakura.
Once he settled into his new position, he quickly learned how working in Japan really was. His starts were rough and surrounded by mistakes at first. His co-workers did not like Ji, and thus, he isolated himself in his office. During that time, he began to question if he was a good fit for the position, leaving home and his mother to seek what he thought was a stable life, yet he was back at square one. Ji started to await cases to come in, and he would represent them with enthusiasm, always trying to deliver all the information that would make his client win. He became proficient, later on, and slowly started to build a reputation among his peers as someone who could they could count on if needed, as he also tried to seek help from them.
He stayed two years in office, growing his reputation with his peers and clients, who respected Ji’s devotion to law and finding ways to help people. However, his growing concern about how things operated inside the building raised the question he had once he started working in Japan: Am I the best fit for this work right now? He decided to talk with the Mayor and tell her that he would be leaving his work and donating his last salary to the people he cared the most inside of that building, the Lawyers.
Ji went back to Korea in order to visit his now dead mother, to pay his farewells to the Kim family, and leave, once again, to Japan. He stayed in Fukuoka, working as a Professor at Kyushu University, focusing on teaching Criminal Justice and Law. His beginnings were rough, once again, due to his lack of adaptation.—Fukuoka was nothing like Karakura. The people, the environment, and the way things worked differed from what he was used to when he worked in the Japanese island, which was deeply reflected in how Ji worked. Once again, he was seen as an outsider and resorted to keeping a low profile in school. Regardless of that, he decided to continue his path in teaching students about the rule of law, not only because he enjoyed it, but also because the students were always looking for him.—The students were invested in his teachings, and thanks to this, he was able to make his stay worth it. Unfortunately, his experience in the southern city of Japan was short-lived. Even though his time as a professor brought him joy, he started to get bored with the big city. All the noise, all the busy roads—the traffic—were things that Ji really disliked. After one of his lectures at the University, a student asked if he ever considered returning to the island. The Kaizen household, Ji's family, was still living in Karakura. He had friends, family, trusted people, a whole life that was still there, almost intact, or at the very least with minimal changes. With the salary he gained during his time at Fukuoka, he bought an apartment in Karakura and applied to become a Professor at Karakura Public College in hopes of continuing his career.
IN-CHARACTER SECTION
(Pretend your character is filling this out, not you, replace the underscores [ _ ] with your answers)
1 - PERSONAL DATA
Full Name:
"My name is Ji Kim Kaizen."
Title (Mr, Mrs, Miss):
"I finished my doctorate, technically speaking, it should be Dr., but I prefer Mr. It’s easier for everyone."
Given Name(s):
"Ji."
Preferred Name:
"Outside work, people can call me whatever they want, but they usually go with Ji. However, I would like to go by Mr. Kaizen in an academic or formal conversation."
Age:
"I’m 27 years old."
Gender & pronouns:
"I’m a male — I go by he and him. Thank you."
Religious Denomination:
"I would say an atheist. I still don’t know.—It’s complicated."
Marital Status:
"Single."
Nationality:
"I’m Korean, or well, South Korean. Born in Seoul."
Current Location:
"I’m currently staying in Karakura, Japan."
SECTION 2: Academic Details
Teaching Experience (# of years):
"I’ve taught as a Professor for 1 year at Kyushu University, Fukuoka."
Working Experience (# of years):
"Five years. Four years as a lawyer, and 1 of them as a professor."
Academic Degree:
"The most recent one is a Doctorate. I also have a Master's and a Bachelor's."
Year of Graduation:
"I graduated with my doctorate in 2024, my Master’s in 1998, and my Bachelor’s in 1996."
Major(s):
"Graduated with a Doctorate of Law Degree (LL.D.)"
Minors:
"No. I didn’t seek any Minors while in College."
Native Languages:
"I speak Korean."
Other Languages:
"Japanese, of course. We are in Karakura. I also speak French."
Preferred Teaching Subject:
"I would like to teach Law at the Public College of Karakura."
(Pretend your character is filling this out, not you, replace the underscores [ _ ] with your answers)
1 - PERSONAL DATA
Full Name:
"My name is Ji Kim Kaizen."
Title (Mr, Mrs, Miss):
"I finished my doctorate, technically speaking, it should be Dr., but I prefer Mr. It’s easier for everyone."
Given Name(s):
"Ji."
Preferred Name:
"Outside work, people can call me whatever they want, but they usually go with Ji. However, I would like to go by Mr. Kaizen in an academic or formal conversation."
Age:
"I’m 27 years old."
Gender & pronouns:
"I’m a male — I go by he and him. Thank you."
Religious Denomination:
"I would say an atheist. I still don’t know.—It’s complicated."
Marital Status:
"Single."
Nationality:
"I’m Korean, or well, South Korean. Born in Seoul."
Current Location:
"I’m currently staying in Karakura, Japan."
SECTION 2: Academic Details
Teaching Experience (# of years):
"I’ve taught as a Professor for 1 year at Kyushu University, Fukuoka."
Working Experience (# of years):
"Five years. Four years as a lawyer, and 1 of them as a professor."
Academic Degree:
"The most recent one is a Doctorate. I also have a Master's and a Bachelor's."
Year of Graduation:
"I graduated with my doctorate in 2024, my Master’s in 1998, and my Bachelor’s in 1996."
Major(s):
"Graduated with a Doctorate of Law Degree (LL.D.)"
Minors:
"No. I didn’t seek any Minors while in College."
Native Languages:
"I speak Korean."
Other Languages:
"Japanese, of course. We are in Karakura. I also speak French."
Preferred Teaching Subject:
"I would like to teach Law at the Public College of Karakura."
Extra
N.A.
Additional notes about your application (if any):
Thank you for reviewing this application, and have a great day.
N.A.
Additional notes about your application (if any):
Thank you for reviewing this application, and have a great day.
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