OOC SECTION
What is your Minecraft username?
Neutral_Tones
What is your discord username?
neutral_tones
What is your time zone?
GMT
Link(s) to any previous applications on the server:
https://schoolrp.net/threads/neutral_toness-language-application.69061/
https://schoolrp.net/threads/neutral_toness-language-application.69208/
https://schoolrp.net/threads/neutral_tones-housing-issue.69675/
https://schoolrp.net/threads/neutral_toness-teaching-application-performing-arts.70142/
https://schoolrp.net/threads/neutral_toness-language-application.70387/
https://schoolrp.net/threads/neutral_tones-nurse-application.71471/
https://schoolrp.net/threads/give-us-drifting.73670/
https://schoolrp.net/threads/new-simple-combat-mechanics.74244/
What are your current roles on the server? (If you're college, specify your degree level):
Highschool
College (Bachelor)
Describe your activity and roleplay experience on the server:
I'm fairly active. I have more free time nowadays than I know what to do with, and I tend to come on here as much as I'm available for, so I'm seen around quite frequently, for long periods of time, ranging several hours at a time.
I’ve been roleplaying for years now. Started just before my teen years on an app called Amino. I used to join communities with roleplay chats and I’d join and learn there. Along with this, I payed immense attention to english literature and language classes to write better; I mainly focussed on story-building and character development. As I progressed in roleplay and other forms of story, I began to become more literate, writing larger, more detailed responses and starters with some well-thought characters. I first joined SRP in, what I believe to be, 2020, on an older account known as LimeIsLoading. I then had school come down hard on me, so I had left that, and almost forgotten about this server and roleplayed altogether.
I recently came back on my current account: Neutral_Tones, where I had restarted my progress. I started this server again blind to how it worked. I read through the rules of the server and got a small grasp on how roleplay worked. With the new ability to MOVE in RP, unlike my experiences in Amino, I was a little slack with my responses and actions generally. As I later developed in the server, I started buying ranks and getting appendable messages. With these, I was able to make longer responses (as you know), and had began working on DetailRP on the server. I spent time with people who liked to detail actions, and spent some time learning P2L combat also from people who were experts. As this developed, I started to become adept at various types of roleplay, and when actually into a lore-based or actual roleplay, I will major mid-length to longer replies for depth.
In roleplay, I have quite a lot of experience, having been involved in detailed roleplay, worldbuilding and storybuilding for the past few years. I've already played this server about a year, maybe a bit more, and enjoy taking part in primarily detailed roleplay. I love putting work into characters and stories, spending a lot of time writing about each, and do my best to make an immersive experience for those I roleplay with.
In your own words, why do you think professors are important to SchoolRP?
Professors are a vital aspect of SRP for the College Faction. They are a specialised teaching faction for older, more experienced students for a more advanced education. For the Roleplay purposes of SRP, the professors provide another aspect of education, like another level, or type of experience between school faction members. Their job is to prepare a further education for the College students, giving experience for further employment.
Do you acknowledge that if you are inactive, you may face demotion or removal from the faction?
I understand.
Do you understand if your application is accepted, you may have to undergo professor training?:
I understand.
In-Character Information
What's your character's full name?
Fukuma Umeko Weiss
Age (Minimum is 27):
27
Nationality:
Japanese
Preferred Subject:
Culinary Arts
Describe the character: How do they look and act? What makes them unique and different? What are their plans for the future? Optionally, what is their past?
Umeko is a very joyous soul, a curious creature who always likes to ask questions, and loves above all else to make people smile with her cooking. Her family, friends, loved ones, she tries her best to make good, hearty food for them all that they can enjoy, even strangers. She's small in stature, standing only around 4'0" tall, but she holds a big soul, huge energy and excitement. It's easy for an environment to be brightened just by her presence.
She wants to bring smiles to people with food, and over the years with her friends and family, she's learnt that even teaching people how to cook seemed to make them happy, because of how fun she happened to make cooking. Her only plans for the future is to help people learn how fun cooking is, and how good food can make people happy.
What is their outlook on students and their co-workers?
Umeko sees the school as simply a giant family. She cares for her coworkers and the students deeply, and does her best to make them happy whenever she can.
What is their motivation for becoming a professor?:
As said earlier, Umeko loves making people smile with her food, and she's come to love teaching people to cook, and she's always wanted to work with food. So, Umeko has decided to set her sights on teaching culinary. She could spread her recipes, her knowledge, and give ideas for lessons so that the students can learn to cook, or share her love of food and sharing flavours with people around them.
Along with this, it is easily noticeable that nobody in the College faction try to teach culinary, which, for the purposes of RolePlay, leave out many vital subjects that students may want to go into for their futures. they think this is an overlooked opportunity, because learning to make good food, and being able to share that talent is a gift.
Roleplay Scenarios
A jock is ignoring your lesson and throwing paper balls at another student, what would your character do?
Umeko's first reaction would immediately be to approach the jock, and talk to them. They're in a kitchen, and they're clearly behaving dangerously. She'd approach the student and give them an immediate punishment and remove them from the room, as to not risk harm to any other students. She'd go towards the student having the paper balls thrown at, ask if they're okay, and help clean up the mess. An apology would be made on the troublemaker's behalf, then, the woman would return to her desk to file out the report of the complete absence of Health and Safety.
A student doesn’t seem to understand the material, yet hasn’t requested help, what would your character do?
Seeing how the student is clearly struggling, Umeko would approach the pupil, and talk to them. She'd ask what's wrong, or what they're struggling with as to get an understanding on what she's explained that wasn't clear. Hearing the problems, Umeko would talk calmly with the student, hoping to clear up the issue, and show them what they should be doing, rather than simply talking.
When in the faculty lounge, how does your character act?
Umeko, entering the break room, would more than happily skip over to the fridge, where she'd bring out some milk and reach up for a glass, using a step stool where necessary, considering her small stature. She'd spend her break time sipping on the milk, chatting with some friends and colleagues about what's happened so far, get some comments, or just generally catch up with them. It would be a time to wind down in her eyes, and do her best to just collect herself, relax for a while before going back to preparing meals and just doing busywork generally.
Provide at least 2 interactive class ideas and one field trip idea related to your subject
1.
• The Art of Culinary
In the wide variety of practical subjects I'd be teaching the students, one of my ideas could be the Artistic Expression of Food Design. There are various elements in this that can be explored, dividing and making the subject easy to understand and digest. Some of these could be relation to Colour Theory, Textures, Piping technique, and theme interpretation. These can be the foundation for the students to put their creativity into their food
The task would include a themed food decoration challenge, making use of baked goods such as cookies, cupcakes, muffins, as a base. Students would draw a theme at random, including but not limited to: Animals, Nature, or Manga, which would ensure the variety in the designs of the food.
Upon receiving their theme, students would be expected to take time to prepare their design, and plan to create what they intend to present at the end of the class. Discussion amongst their peers would not be discouraged, and more emphasised as they may collaborate if they so wish; sharing perspectives, ideas, and thoughts are the very building blocks of such creative activities.
Students would be given sufficient time for this project, most likely spanning over the course of two or more lessons to create their artworks.
The first lesson should be spent to prepare and make an idea of what it is they truly want to make, according to their theme. This also gives them time to prepare a list of ingredients they may need, the recipe they should follow to create their idealised treat, and how they plan to arrange it.
The second lesson will be taken for the production of the treats. Each student will most likely be making something different, requiring different timeframes for cooking, mixing, preparing, and letting it all set. Therefore presentation should wait for the time being.
The final lesson should be spent finishing off decoration of the students' themed creations. Then, after such they will present them, whether to the professor or their peers to get their opinions, and their final score.
Overall, the activity is made to promote creativity amongst the students, along with their baking or cooking skills. These are talents used widely amongst those in culinary, such as bakeries who do custom ordered cakes, or high-end restaurants, who present their food as an experience rather than simply a good meal.
2.
• Meals from Across the Globe
In other practical Culinary topics, I will introduce the students to the idea of preparation of meals according to various cultural identities. This could include cultures of their own, such as their family, or home country, or perhaps a country they have not been to but hold a particular interest in. This sort of task holds several elements which may engage and structure the activity in a way that is meaningful, to honour the traditions of different people and places. It would also promote the learning of the significance and understanding of the ingredients, why they are used, when they started to make the dish, and more.
Similar to the last task, this would be split into multiple lessons, according to Plan, Preparation, and Presentation. Differing to the first task though, this will less be about the presentation of their given theme, and more about how they honoured and replicated the dish they have chosen for the culture they wish to represent.
The first task, as mentioned, would be taken for preparation and research. This would include listing down their chosen culture theme. The next task would be to perform research on the culture, choosing a dish, whether simple or complicated, old or new, it does not matter, as long as the student can present their understanding of the meal's significance. Each pupil will be given a book and time to perform this research so that they may learn how to prepare the meal, including the specific ingredients, which they will be supplied with.
The second lesson will simply be for little more than the cooking, preparation and taste testing for each student's product. They may follow any cooking process that can be supplied by the school for their given dish, to make it as close to, or a modernised version of the chosen dish for the culture. Then they will present their dish to their professor and their peers, if they wish, whilst it is still freshly made.
In the third lesson, students may come up to present their dish to the class, performing a short, informative explanation of their dish. They may present where the dish comes from, whatever history it may have, and the processes used to create it. They may alos explain the significance of certain ingredients and their specific history, and what they are used for.
Overall, this task would be used to promote research, experimentation, and cultural awareness amongst the students. It will be used to see how students plan and interact with recipes they have not tried, or shared before, along with learning about other cultures and why those dishes exist at the same time.
Trip
• Professional Environment Visit
A potential class visit that could be arranged may involve a trip to one of the few restaurants in the Karakura town. Collaborating with both the SLT and the owner of a selected restaurant, arrangements could be made for the students to explore a professional kitchen workspace firsthand. This experience would allow them to observe how dishes are prepared, plated, and served whilst being introduced to cooking techniques and occupational practices which the college may not be able to provide.
During the visit, students would be guided through the kitchen by the culinary workforce, alongside teaching staff and potential culinary professionals. Chefs may explain common cooking processes and/or techniques, perhaps even demonstrating them. Given the opportunity, students may even be allowed to practice some of the shown techniques or methods themselves, under ample supervision.
A visit like this could provide insight to the students on what the culinary working world could involve, giving industrial practice rather than simply classwork all of the time. It would help the students understand the importance of food preparation, time management, and more through the inspiration of professionals in the industry.
What is your Minecraft username?
Neutral_Tones
What is your discord username?
neutral_tones
What is your time zone?
GMT
Link(s) to any previous applications on the server:
https://schoolrp.net/threads/neutral_toness-language-application.69061/
https://schoolrp.net/threads/neutral_toness-language-application.69208/
https://schoolrp.net/threads/neutral_tones-housing-issue.69675/
https://schoolrp.net/threads/neutral_toness-teaching-application-performing-arts.70142/
https://schoolrp.net/threads/neutral_toness-language-application.70387/
https://schoolrp.net/threads/neutral_tones-nurse-application.71471/
https://schoolrp.net/threads/give-us-drifting.73670/
https://schoolrp.net/threads/new-simple-combat-mechanics.74244/
Accepted - Neutral_Tones' Professor Application — Religious Studies
OOC SECTION What is your Minecraft username?: Neutral_Tones What is your time zone?: Greenwich Mean Time (GMT) What is your discord username? (eg @muffincats) neutral_tones Link all previous applications you made on the server...
schoolrp.net
Accepted - Neutral_Tones' Chef Application
Out-Of-Character Information What is your Minecraft username?: Neutral_Tones Do you have Discord (If so, what is your discord username?): neutral_tones How old are you? (Optional): 18 What is your time zone?: GMT Describe your activity on the server: Recently I have become quite active...
schoolrp.net
What are your current roles on the server? (If you're college, specify your degree level):
Highschool
College (Bachelor)
Describe your activity and roleplay experience on the server:
I'm fairly active. I have more free time nowadays than I know what to do with, and I tend to come on here as much as I'm available for, so I'm seen around quite frequently, for long periods of time, ranging several hours at a time.
I’ve been roleplaying for years now. Started just before my teen years on an app called Amino. I used to join communities with roleplay chats and I’d join and learn there. Along with this, I payed immense attention to english literature and language classes to write better; I mainly focussed on story-building and character development. As I progressed in roleplay and other forms of story, I began to become more literate, writing larger, more detailed responses and starters with some well-thought characters. I first joined SRP in, what I believe to be, 2020, on an older account known as LimeIsLoading. I then had school come down hard on me, so I had left that, and almost forgotten about this server and roleplayed altogether.
I recently came back on my current account: Neutral_Tones, where I had restarted my progress. I started this server again blind to how it worked. I read through the rules of the server and got a small grasp on how roleplay worked. With the new ability to MOVE in RP, unlike my experiences in Amino, I was a little slack with my responses and actions generally. As I later developed in the server, I started buying ranks and getting appendable messages. With these, I was able to make longer responses (as you know), and had began working on DetailRP on the server. I spent time with people who liked to detail actions, and spent some time learning P2L combat also from people who were experts. As this developed, I started to become adept at various types of roleplay, and when actually into a lore-based or actual roleplay, I will major mid-length to longer replies for depth.
In roleplay, I have quite a lot of experience, having been involved in detailed roleplay, worldbuilding and storybuilding for the past few years. I've already played this server about a year, maybe a bit more, and enjoy taking part in primarily detailed roleplay. I love putting work into characters and stories, spending a lot of time writing about each, and do my best to make an immersive experience for those I roleplay with.
In your own words, why do you think professors are important to SchoolRP?
Professors are a vital aspect of SRP for the College Faction. They are a specialised teaching faction for older, more experienced students for a more advanced education. For the Roleplay purposes of SRP, the professors provide another aspect of education, like another level, or type of experience between school faction members. Their job is to prepare a further education for the College students, giving experience for further employment.
Do you acknowledge that if you are inactive, you may face demotion or removal from the faction?
I understand.
Do you understand if your application is accepted, you may have to undergo professor training?:
I understand.
In-Character Information
What's your character's full name?
Fukuma Umeko Weiss
Age (Minimum is 27):
27
Nationality:
Japanese
Preferred Subject:
Culinary Arts
Describe the character: How do they look and act? What makes them unique and different? What are their plans for the future? Optionally, what is their past?
Umeko is a very joyous soul, a curious creature who always likes to ask questions, and loves above all else to make people smile with her cooking. Her family, friends, loved ones, she tries her best to make good, hearty food for them all that they can enjoy, even strangers. She's small in stature, standing only around 4'0" tall, but she holds a big soul, huge energy and excitement. It's easy for an environment to be brightened just by her presence.
She wants to bring smiles to people with food, and over the years with her friends and family, she's learnt that even teaching people how to cook seemed to make them happy, because of how fun she happened to make cooking. Her only plans for the future is to help people learn how fun cooking is, and how good food can make people happy.
What is their outlook on students and their co-workers?
Umeko sees the school as simply a giant family. She cares for her coworkers and the students deeply, and does her best to make them happy whenever she can.
What is their motivation for becoming a professor?:
As said earlier, Umeko loves making people smile with her food, and she's come to love teaching people to cook, and she's always wanted to work with food. So, Umeko has decided to set her sights on teaching culinary. She could spread her recipes, her knowledge, and give ideas for lessons so that the students can learn to cook, or share her love of food and sharing flavours with people around them.
Along with this, it is easily noticeable that nobody in the College faction try to teach culinary, which, for the purposes of RolePlay, leave out many vital subjects that students may want to go into for their futures. they think this is an overlooked opportunity, because learning to make good food, and being able to share that talent is a gift.
Roleplay Scenarios
A jock is ignoring your lesson and throwing paper balls at another student, what would your character do?
Umeko's first reaction would immediately be to approach the jock, and talk to them. They're in a kitchen, and they're clearly behaving dangerously. She'd approach the student and give them an immediate punishment and remove them from the room, as to not risk harm to any other students. She'd go towards the student having the paper balls thrown at, ask if they're okay, and help clean up the mess. An apology would be made on the troublemaker's behalf, then, the woman would return to her desk to file out the report of the complete absence of Health and Safety.
A student doesn’t seem to understand the material, yet hasn’t requested help, what would your character do?
Seeing how the student is clearly struggling, Umeko would approach the pupil, and talk to them. She'd ask what's wrong, or what they're struggling with as to get an understanding on what she's explained that wasn't clear. Hearing the problems, Umeko would talk calmly with the student, hoping to clear up the issue, and show them what they should be doing, rather than simply talking.
When in the faculty lounge, how does your character act?
Umeko, entering the break room, would more than happily skip over to the fridge, where she'd bring out some milk and reach up for a glass, using a step stool where necessary, considering her small stature. She'd spend her break time sipping on the milk, chatting with some friends and colleagues about what's happened so far, get some comments, or just generally catch up with them. It would be a time to wind down in her eyes, and do her best to just collect herself, relax for a while before going back to preparing meals and just doing busywork generally.
Provide at least 2 interactive class ideas and one field trip idea related to your subject
1.
• The Art of Culinary
In the wide variety of practical subjects I'd be teaching the students, one of my ideas could be the Artistic Expression of Food Design. There are various elements in this that can be explored, dividing and making the subject easy to understand and digest. Some of these could be relation to Colour Theory, Textures, Piping technique, and theme interpretation. These can be the foundation for the students to put their creativity into their food
The task would include a themed food decoration challenge, making use of baked goods such as cookies, cupcakes, muffins, as a base. Students would draw a theme at random, including but not limited to: Animals, Nature, or Manga, which would ensure the variety in the designs of the food.
Upon receiving their theme, students would be expected to take time to prepare their design, and plan to create what they intend to present at the end of the class. Discussion amongst their peers would not be discouraged, and more emphasised as they may collaborate if they so wish; sharing perspectives, ideas, and thoughts are the very building blocks of such creative activities.
Students would be given sufficient time for this project, most likely spanning over the course of two or more lessons to create their artworks.
The first lesson should be spent to prepare and make an idea of what it is they truly want to make, according to their theme. This also gives them time to prepare a list of ingredients they may need, the recipe they should follow to create their idealised treat, and how they plan to arrange it.
The second lesson will be taken for the production of the treats. Each student will most likely be making something different, requiring different timeframes for cooking, mixing, preparing, and letting it all set. Therefore presentation should wait for the time being.
The final lesson should be spent finishing off decoration of the students' themed creations. Then, after such they will present them, whether to the professor or their peers to get their opinions, and their final score.
Overall, the activity is made to promote creativity amongst the students, along with their baking or cooking skills. These are talents used widely amongst those in culinary, such as bakeries who do custom ordered cakes, or high-end restaurants, who present their food as an experience rather than simply a good meal.
2.
• Meals from Across the Globe
In other practical Culinary topics, I will introduce the students to the idea of preparation of meals according to various cultural identities. This could include cultures of their own, such as their family, or home country, or perhaps a country they have not been to but hold a particular interest in. This sort of task holds several elements which may engage and structure the activity in a way that is meaningful, to honour the traditions of different people and places. It would also promote the learning of the significance and understanding of the ingredients, why they are used, when they started to make the dish, and more.
Similar to the last task, this would be split into multiple lessons, according to Plan, Preparation, and Presentation. Differing to the first task though, this will less be about the presentation of their given theme, and more about how they honoured and replicated the dish they have chosen for the culture they wish to represent.
The first task, as mentioned, would be taken for preparation and research. This would include listing down their chosen culture theme. The next task would be to perform research on the culture, choosing a dish, whether simple or complicated, old or new, it does not matter, as long as the student can present their understanding of the meal's significance. Each pupil will be given a book and time to perform this research so that they may learn how to prepare the meal, including the specific ingredients, which they will be supplied with.
The second lesson will simply be for little more than the cooking, preparation and taste testing for each student's product. They may follow any cooking process that can be supplied by the school for their given dish, to make it as close to, or a modernised version of the chosen dish for the culture. Then they will present their dish to their professor and their peers, if they wish, whilst it is still freshly made.
In the third lesson, students may come up to present their dish to the class, performing a short, informative explanation of their dish. They may present where the dish comes from, whatever history it may have, and the processes used to create it. They may alos explain the significance of certain ingredients and their specific history, and what they are used for.
Overall, this task would be used to promote research, experimentation, and cultural awareness amongst the students. It will be used to see how students plan and interact with recipes they have not tried, or shared before, along with learning about other cultures and why those dishes exist at the same time.
Trip
• Professional Environment Visit
A potential class visit that could be arranged may involve a trip to one of the few restaurants in the Karakura town. Collaborating with both the SLT and the owner of a selected restaurant, arrangements could be made for the students to explore a professional kitchen workspace firsthand. This experience would allow them to observe how dishes are prepared, plated, and served whilst being introduced to cooking techniques and occupational practices which the college may not be able to provide.
During the visit, students would be guided through the kitchen by the culinary workforce, alongside teaching staff and potential culinary professionals. Chefs may explain common cooking processes and/or techniques, perhaps even demonstrating them. Given the opportunity, students may even be allowed to practice some of the shown techniques or methods themselves, under ample supervision.
A visit like this could provide insight to the students on what the culinary working world could involve, giving industrial practice rather than simply classwork all of the time. It would help the students understand the importance of food preparation, time management, and more through the inspiration of professionals in the industry.
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