Madimooo
Level 0
What is your Minecraft username?
Mxdimoo
What is your discord username?
Madimoo
What is your time zone?
Pacific Time (PT)
Link(s) to any previous applications on the server:
What are your current roles on the server? (If you're college, specify your degree level):
[College][M] Suzumi Shizuko / Seiyru Shijō
[Grade-12] Mizuki Maeng
[Grade-12] Miellé Larose (Applying)
Describe your activity and roleplay experience on the server:
I joined SRP at the very beginning of November 2025, I found the server through a friend who recommended it to me. Although I had been on vacation at the time so I could only watch and listen to her stories about it until I was able to join, I began planning my character and learning more about the server before I even joined it. This allowed my greenie experience to be a bit smoother, having a bit of a tutor while I played and learnt all of the mechanics of roleplaying on the server. I spent most of my time in the beginning fishing for money and learning all about the commands, character lore, and just the general idea of the server. It wasn’t long before I ended up getting Fundraiser+ since I had fallen so in love with the server and all of the people around. After spending most of my time with this friend group I eventually branched out, meeting even more people within the server and made some really close friends. I had been on every single day, it was rare for me to have a day where I wasn’t on at all. I remember getting on the second I woke up then staying up until the sun was up, which wasn’t the best idea… But hey! I made some pretty cool friends and had the best time of my life, doing all these fun things being chaotic and really getting into detail-RPing. I watched closely through friends when it came to different factions, learning about sports, faculty, and a few other ones. I was always so fascinated and really wanted to get into one, after asking many questions I figured becoming apart of the school faculty would be really fun! Most of my time on the server consists of detail-RPing, doing random rolls for fun little things, and just meeting lots of new people. I haven’t necessarily explored gangRP, but have watched a bit of it so I know the works around it somewhat as well. I recently went through a bit of a slump with roleplaying, but I still logged on and just hung out with friends! I even joined a family in December 2025... Literally the last day of December too (Maeng). Joining this family allowed me to really meet lots of new people and learn even more about the server. To this day, it’s hard to see me miss a day of not logging on. You could say I'm a bit addicted to SchoolRP!
(Taken 05/06/26)
In your own words, why do you think professors are important to SchoolRP?
Professors are just as important as high school teachers on School-RP, it is a school after all which doesn't just include high school. They play a very strong part in the school faction, teaching more experienced and older student characters at a more close knit level. Professors help give that final push towards adulthood, helping the students reach their goals and figuring out what they want to do and if there may be a faction they want to join after graduating or go straight into adulthood. With high school it's more broad, teachers help students explore their personality and become more open and learn the basic interactions within SRP. With professors I feel it's more direct with how they help students, giving them that final push on opportunities within SRP and what they want to do after graduation. Each professor teaches their students at a higher level of knowledge, reaching into the depths of the subject showing college students all that comes with the subject. Not to mention professors also help with PHD projects, a big part of a college student's life. A large project that shows what the character has learned, what faction they may want to join or a certain interest within Karakura.
Do you acknowledge that if you are inactive, you may face demotion or removal from the faction?:
I acknowledge this.
Do you understand if your application is accepted, you may have to undergo professor training?:
I understand this.
What's your character's full name?:
"My name is Miellé Larose" She spoke in a soft tone, a hint of a French accent coming through.
Age (Minimum is 27):
A small smile tugged at her lips "Isn't the number one rule to never ask a woman her age...?" She paused and shook her head lightly, "I'm only kidding, I am 28 years old."
Nationality:
"Born and raised in France, the city of Nantes to be exact! Home of the Château des ducs de Bretagne." She rubbed her forehead, "Sorry that's not answering the question, I am of French descent." She spoke softly followed by a small laugh.
Preferred Subject:
The woman perked up, a small sparkle in her eyes "I would love to teach Social Sciences, specializing in Anthropology." Her posture straightened and her hands clasped in front of her. "The study of humanity and what makes people so different across cultures. The four main branches of course being cultural, biological, linguistics, and archeology. Something I've always been fascinated in as a little girl!"
Describe the character: How do they look and act? What makes them unique and different?
Miellé is a French woman standing at 5'5", her long light brown hair is quick to catch most people's eyes first. Her hair is thick and wavy, cascading down to her middle back. A shade of light brown with a soft, natural movement that frames her face in loose. Along her bangs and tracing down one side, a cream coloured streak catches the light. Strong enough to give her an air of individuality, like a quiet signature. Her green eyes hold a soft, gentle gaze that almost seems attentive to her surroundings. Her skin tan, hinting at a life spent outdoors. Her attire is simple yet professional, normally she is seen wearing a soft yellow coloured vest on top of a soft white blouse where her sleeves are always folded up. A golden brown bow normally accompanies her top, a small subtle touch to her outfit.
Miellé Larose carries herself with a quiet composure, she rarely seems rushed, rarely fidgets, and almost never speaks louder than necessary. Her voice is soft and smooth, a faint French accent that lingers gently over her Japanese. Although, this softness she displays does not entirely mean weakness. She listens carefully when spoken to, truly listening with steady eye contact and patient attention. She has a small habit of nodding thoughtfully before replying, showing care and understanding. She is typically seen as a sweet, caring, and very soft individual. Never uttering a mean word or insult towards others. Despite this soft appearance she withholds, she has clear boundaries. If people are disrespectful the atmosphere around her changes, but not by losing control or becoming emotional. Her posture straightens, speaking firmly and directly carrying a surprising authority. Her calmness sharpens and she isn’t afraid to become stern if needed to, to speak her mind and remain assertive especially when it comes to teaching.
What are their plans for the future? Optionally, what is their past?
The Past
Miellé Larose was born and raised in Nantes, France. She was surrounded by history, art, and the quiet rhythm of everyday French life. As a child she was unusually observant, rather than focusing on toys or games like most children Miellé found herself more interested in people. She focused on the way people greeted each other, how family traditions carry through generations, the small social rules nobody ever explained out loud. She developed an early fascination with culture and human behavior. As a teenager and young adult, she spent most of her time visiting museums, historical exhibits, and cultural events in the city. She eventually found work at a local museum, first doing small basic tasks before later helping guide student field trips which sparked something in her. The love for teaching rather than simply giving information.
Things changed for her when she went for a trip to Japan during her early twenties, it was overwhelming at first. The unfamiliar etiquette, the language barrier, and the subtle unspoken rules of social interaction were unlike anything she had experienced in France. Yet instead of pushing her away, the culture shock fascinated her. She noticed the hesitations, misunderstandings, body language, and invisible social boundaries that appeared when language failed. After returning to France, she could not stop thinking about Japan. She began studying Japanese seriously, spending late nights practicing vocabulary, speech patterns, and writing systems while continuing her academic work. The idea of simply visiting again no longer felt enough. She wanted to live there as someone willing to learn, adapt, and become a part of the environment around her.
The Future
For the future, Miellé dreams of building a quiet but meaningful life in Japan. Her vision for the future is quiet and deliberate. More than anything she wants to create a life where learning never stops, for herself and for people around her. She hopes to use her schooling from France to enroll to Karakura High as an anthropology professor, to share her love of the subject to students. Outside of academics, Miellé wants to build a peaceful life on stability and small comforts. To feel like she found a place where she belongs, to study the ways of Japan and all of the culture within the city. Spending weekends visiting the shrine or historical areas, learning more deeply about the place she chooses to live in. She wants to meet people, maybe some who share the same interest as her or willing to learn more about it. She wants to study the way of life, the culture within Japan and everyone's experiences with life around her. At the heart of all her ambitions is one simple desire, connection.
What is their outlook on students and their co-workers?
Miellé sees both her students and co-workers through a very thoughtful and observant lens. Being fascinated with culture and human behavior, it's natural for her to value respect and curiosity towards them. With students she treats them as individuals to guide and encourage rather than simply people to lecture. She enjoys helping them grow, understand new ideas, have fun with classes, and feel comfortable learning. As a kind-spirited person, she always strives to be kind towards everyone and keep a softer look towards others to understand them fully for their actions. She's passionate about her teachings, it was her favourite part of her job at the museum. She doesn't just focus on teaching them things about culture, behavior, and other anthropology teachings. Because she spent so much of her own life observing people and trying to understand behavior, she naturally pays attention to how students think, react, and communicate. If they seem uninterested and bored, she may switch up things to help make it more exciting for them.
With co-workers she is just as polite, cooperative, and attentive to all of them. She's one who notices how others feel, respects their perspectives, and tries to adapt to the people around her. She respects the harmony and professionalism within her work field, not in the usual work dynamic way though. She understands how small actions and attitudes affect people over time, so she treats all of them with the most kindness and respect as possible. Miellé sees co-workers as people with their own habits, pressures, personalities, and cultural backgrounds rather than “people she works with.” Instead of immediately judging others, she would probably spend time quietly observing how they communicate, what makes them comfortable, and how they prefer to collaborate. Because she spent years adapting herself to another culture and learning to navigate unfamiliar social expectations, she believes good teamwork comes from patience and willingness to understand others.
What is their motivation for becoming a professor?:
Miellé's motivation for becoming a professor is deeply rooted from her lifelong fascination with people, culture, and evolution within society. It began through childhood, her fascination with people, culture, and ancient artifacts was very strong. She observed people closely about social norms, traditions, and unspoken rules naturally evolved into a passion for understanding the richness and diversity of human experience. Her first hand experiences with teaching was through her job at the local museum in her birth city, guiding student field trips sparking her love for teaching. She felt a lot of satisfaction in helping students engage with history and human behavior, this made her realize teaching might truly be her passion. She worked towards beginning schooling for education, hoping to grow this passion and learn more about teaching itself. During her school years and her early twenties she took a trip to Japan which helped with her drive to becoming a professor for anthropology. The challenges of navigating unfamiliar etiquette, language barriers, and subtle social rules showed her firsthand how complex and fascinating human societies can be. She saw the importance of cultural empathy and learning to truly understand others, and she wanted to share that perspective with students. Becoming an anthropology professor would allow her to combine her love of teaching with her curiosity about human behavior and cross-cultural understanding. Once she finished her schooling in France along with studying the Japanese language closely, she made the big move to Karakura in hopes to bring this passion and motivation of hers to life.
A jock is ignoring your lesson and throwing paper balls at another student, what would your character do?
As Miellé was deep within her lesson of the day she noticed a bit of disturbance towards the back of the room, her eyes narrowed towards the back catching onto the jock. The male seemed preoccupied, crinkling up balls of paper and tossing them at another student's back. Not only disrupting the student, but now the entire class. She paused her lesson briefly, her eyes locking on the student as her posture straightened ever so slightly. "Pay attention to the lesson, please." She said in a calm manner, being direct but subtle at first. Ms. Larose continued with the lesson but it wasn’t long before the crinkling of paper balls and the small noise of them bouncing off the floor resumed. A soft sigh was heard from Miellé, she spun around on her heel and approached the desk of the student at an unhurried pace. Her posture straightened, her hands folding gently in front of her. “I do not enjoy repeating myself, you are distracting others including myself. I do not want to have to write you up, so apologize and please focus on the class.” She inhaled slowly, “This is College.” She gave a gentle reminder that the students were in a college class not high school. Miellé softened immediately once the jock stopped, smoothly returning to the lesson.
A student doesn’t seem to understand the material, yet hasn’t requested help, what would your character do?
Miellé most likely had noticed the student struggling long before they noticed her had. Due to her background, she pays attention not only to what students learn, but how they behave while learning. When noticing a student who may be struggling, she first considers the emotional and social reasonings as to why they may be withdrawing and not requesting the help. Before approaching the student she would take another approach to the lesson, subtly adjusting it without drawing attention to the student themself. She begins to explain further, adding additional examples to the lesson and even making it a bit more exciting. As the lesson continued and students branched out, she approached the student with a warm smile. "How's it going over here?" She waited for a response. If the student responded that they were doing 'fine' with the lesson or still not asking for help, she gave a small nod. "You do not need to struggle silently to deserve help, hm?" She spoke in a soft tone, trying to not make the student feel cornered. Miellé began to list out the lesson guidelines, trying to pinpoint where the student was struggling the most. To which she then slowed it down, explaining step by step or maybe in another way the student may understand. Her teaching style was always to make students feel safe, never inadequate or frustrated.
When in the faculty lounge, how does your character act?
Miellé entered the faculty lounge after her class ended, her first instinct upon entering was to head straight for the coffee machine. A little pick me up! She poured a cup of coffee, adding cream and sugar but not too much. She spun around on her heel, holding the fresh cup of coffee closely in both of her hands. "Good afternoon everyone!" She said with a warm smile, taking a sip of her coffee before heading to an open seat. She wasn't one to normally begin a conversation or pressure anyone to, she remained silent and composed listening in on any conversations going on within the room. Always maintaining that characteristic steady eye contact that makes the other person feel genuinely acknowledged. When she is silent she is typically observing her surroundings, seeing how others interact or the social dynamics around her. She normally chimed in about students, if any of them were particularly rowdy that day or just how her lessons went in general. She typically strays away from gossip or petty chatter though, she has a kinder outlook on everyone so it's not something she enjoys partaking in. Overall Miellé stays quietly composed, blending within the environment around her without demanding attention.
Provide at least 2 interactive class ideas and one field trip idea related to your subject
Interactive Class 1: Silent Trade Game
The class would start with Miellé explaining the rules of the game! Students are to be split up into small groups, if the class is smaller they may stay individual. The goal is they must trade objects without speaking, displaying nonverbal communication through small gestures. But this goes beyond just simply handing each other the objects and moving on, they must figure out what the object is and how it may work. The students must also figure out the price for said object, maybe even throwing off the other student by using a made up currency or asking for something else like an object of equal value. This shows how early trading systems worked and how there was language/cultural barriers! They must develop gestures, trust, and may go through misunderstandings. This demonstrates how communication evolves beyond language. Students are capable of having as much fun and encouraged to be unique with it, hopefully trading away these items to multiple groups and see which items were the most wanted.
Interactive Class 2: Evolution Relay
Miellé begins explaining the basic rules of the game and the meaning behind it at the start of the class, they were having an evolution relay! She explains to the students that this relay will partake at the track field, they were to display evolution among humans and each line of the track symbols a new way humans evolved. At the start of the race for the first two lines, students are to first demonstrate walking upright. The third line is to demonstrate fire control, students are to carry a small ball to the next line without dropping it which represents a flame. The fourth and fifth line demonstrate hunting and food gathering, each student must collect items scattered around the line (ItemRP) and carry them safely to 'camp' which is the fifth line. The last two lines represent migration and movement, the FINAL sprint! They must make it to the end safely and as quick as possible, displaying moving to new environments. (Roll /20 below 10 you must crawl, 10-14 you must walk, 15+ you run! This is done at each line.)
Interactive Class 3: Create a Culture
At the beginning of class Miellé explains that the students are going to be creating a culture! Each student will split into small groups, or stay individual. They must create their own culture, being as unique and creative with it. The students will discuss with each other social rules of their culture (greetings, social hierarchy, etc.), beliefs, and rituals. Once the time is up for coming up with ideas, Miellé gathers the students and then sends them to interact with other groups without explaining any of their culture's rules. Each group is to figure out all of the different rules they may have come up with or their social norm within their made up culture, having as much fun with it as possible and create confusion. This displays culture shock and the differences between each group, what may be the most confusing or different.
Field Trip: Day at the Shrine
Buckle up, the students were being taken to the Shrine for the day! Miellé briefs the students first on Shrine etiquette, what each of them need to do when they arrive. Bowing, purification rituals, and respectful behavior. All that they are expected to do when entering and exiting the Shrine, being as respectful to everyone as possible. Collaborating with the Shrine members, Miellé hopes to show all of her students rituals and religious practices that happen often. To familiarize them with day to day life at the shrine, or even services they may ask for. Upon entering the Shrine, students are introduced to the place and answered any questions that may be asked. Miellé guides the students to get an omikuji afterwards, asking them all to line up and wait patiently as each student retrieves an omikuji to see their fortune. After tying up any bad ones, the students are then escorted around the Shrine. Being briefly explained about the architecture and symbolism, given a tour of all the community spaces within the Shrine. Students are taught to understand how space, ritual, and symbolism shape human experience. They are also to learn respectful engagement with cultural sites while ****yzing behavior with members and how everyone interacts with each other.