Accepted 198Os Would Make a Good Professor [MEDICAL HISTORY]

[197Os]

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PROFESSOR APPLICATION | MEDICAL HISTORY | 198Os
-Torinaga Zatoichi-​

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What is your Minecraft username?
198Os

What is your discord username?
Christisking.

What is your time zone?
EST

Link(s) to any previous applications on the server:
198Os Would Make a Good Priest: Pending...
197Os Would Make a Good Librarian: Accepted!
College Role Request 197Os:Accepted!
198Os Would Make a Good Franchisee: Denied.

What are your current roles on the server? (If you're college, specify your degree level):
College Yuta Akiyama
Highschool [Grade-12] Laurey Holliday
Highschool [Grade-12] Lucy Sugowara
Highschool [Grade-12] Torinaga Zatoichi (APPLYING)

Describe your activity and roleplay experience on the server:


Storied, would be the best description. Throughout my roughly 8-year span on school roleplay, I've been involved in all manner of silliness, be it gang related or otherwise. My focus on School Roleplay has always been centered on furthering my writing and engaging in interesting narratives with others. With my current schedule, I'm available most afternoons/nights, and rarely have days I'm entirely booked.
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MONDAY	TUESDAY	WEDNESDAY	THURSDAY	FRIDAY	SATURDAY	SUNDAY
Typically, available pre 11 AM, post 8 PM. (This is due to work, which is subject to spontaneous change.)​	Typically, available post 8:30 PM. (University)​	Typically, available pre 11 AM, post 8 PM. (This is due to work, which is subject to spontaneous change.)​	Typically, available post 5 PM. (University)​	Typically, available pre 11 AM, post 8 PM. (This is due to work, which is subject to spontaneous change.)​	Typically, available pre 11 AM, post 8 PM. (This is due to work, which is subject to spontaneous change.)​	Typically, entirely free post 1 PM.​

In your own words, why do you think professors are important to SchoolRP?
I remember being a player during the early years of School Roleplay, when the college system was first introduced, and the genuine desire I felt to achieve the role due to the mystique of the college building, which, at the time, highschoolers were entirely prohibited from entering. The college role has always been an indicator of role-players who’d taken a step toward taking their writing seriously, and pursuing involvement on the server in a greater manner, and that aspect appealed to me. Whilst more common now, the role still somewhat denotes players who’ve spent a notable amount of time on the server, and therefore still holds sway. The role of professor however more specifically, fulfills an even greater niche in my opinion. Obviously, they act as facilitators of roleplay on behalf of the school faction, allowing for environments–namely the classrooms–in which college-aged characters can flex their characteristics most prevalently. Alongside this, they act as guides for the young of Karakura, impacting through their authority, and demeanor, the characteristics of the citizens of Karakura and in some cases, their players out of character. They act as examples, of the standards adult characters are held to out of character, and as quasi-parental figures in character. Furthermore, they allow for an in-character development of knowledge, allowing for expressions of said knowledge to be verifiably explained. A college student, aware of basic first aid, can point back to the class they took not two days before, where demonstrations and instruction took place. In a lot of ways, the role of professor provides opportunities for a wider array of realistic roleplay to take place, and counteracts possible power-gaming, through providing in character experiences for the many players of School Roleplay.

Do you acknowledge that if you are inactive, you may face demotion or removal from the faction?
I do, absolutely.

Do you understand if your application is accepted, you may have to undergo professor training?:
I understand completely.
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In-Character Information​

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What's your character's full name?
"My name is Torinaga Zatoichi"

Age (Minimum is 27):
"I am currently 87 years old."

Nationality:
"I am Japanese, only."

Preferred Subject:
"I am thoroughly educated in the History of Medicine"

Describe the character:
Torinaga Zatoichi is an old man, a very old man, and as such possesses a wide array of life experiences, shaping his outlook on the world.
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“Sorry about my hearing,” The old man muttered, taking a seat in which he seemed to melt into the room. A real antique, in all its fragile storied beauty. His voice was low, and raspy, as an old mans tends to be. He stared through thin eyes, with a life unprecedented. “It is a pleasure to meet you, and to speak to you concerning the subject of my hopeful employment."

Growing up in Okinawa, Torinaga is quite patriotic, proud of Japan as a country, and happy with it’s current state. Karakura, a rather new city to Torinaga is not without its challenges however, and, with its diverse population, and even more diverse culture, Torinaga views his residency in the city as both a challenge, and an opportunity.

Quite contrary to expectation due to his age, Torinaga is a man who values the troublesome. A punk himself in his youth, he views challenging students with fondness however, rules with an iron fist. This balance of kindness, and a refusal to accept less of his students melds him into quite an interesting character. Torinaga is a master of speaking without malice, but without softness. He is sarcastic and dry, but willing to provide ample respect to those with good sense. He values honesty above all else, and despite his own experiences with trouble, and the unforgiving nature of life, is willing to grant grace to those who meet him with truth and acceptance of responsibility.
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Torinaga shifted throughout the interview, becoming much more jovial as time progressed; his charisma paramount through his willingness to smile. Grumpy, Torinaga was not. “A-and that's when I told the student, look, I know you n-need to pass this class, but you’ve only been here for two-two classes!”

Torinaga’s age is a major factor in setting him apart from many other characters and plays a large part in the subversions inherent to his personality. In very good humor, Torinaga views the world through the eyes of a proud skeptic. A career teacher–specifically, a historian–Torinaga is always questioning; as any historian knows, nothing within history is simple enough to be met with absolute answers. This skepticism allows for one of Torinaga’s most defining traits however, that being, a willingness to listen. Torinaga, although an old man, is profoundly sympathetic toward those around him, be they coworkers or students; provided, they can give a true account, or argument as to their unique perspectives. Being old, he also has very humble aspirations, those being, to leave his students with a memorable experience. Be it through the retaining of something new they’d learned, or a good laugh, Torinaga is not a professor primarily and wholly concerned with education on the level of intelligence. He himself was never a true academic, until his early years of college; and instead, chooses to prioritize the occurrence of experience and wisdom among those he interacts with. To Torinaga, a student who goes home laughing about an experience in class, is just as profitable as one who leaves with an accrued degree of knowledge. In short, Torinaga aspires to die a man known not for being the most effective professor in a traditional sense, but one remembered akin to a grandfather of many.
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Torinaga had grown comfortable by the end of the interview, lounging in his chair. “B-but at the end of the day, really, the goal is to leave the students with something to fill their heads other than all th-this dramatic nonsense, eh?”

What is their motivation for becoming a professor?
Torinaga has been a career professor in several other cities prior to moving to the ever-changing, ever-hectic Karakura, and as such, naturally gravitated toward re-acquiring his position. An old man, of old ways, Torinaga will naturally have to adapt to the new environment; an adaptation a man of his age grows ever resistant to.

Despite this, Torinaga’s motivations remain as stubbornly consistent as the first day he took on the challenge of teaching;
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“To save lives,” the old man muttered slowly, through suddenly reflective eyes.​

Within college, Torinaga himself experienced a radical change in direction upon meeting a professor of English Literature which he credits near in entirety, for his developed love of history and the stories inherent. Growing up within relative poverty Torinaga often found himself embroiled in minor criminal activity; stealing, jumping, and drug peddling all on a scale entirely too small for Torinaga’s pride. Had he been unimpeded, Torinaga more than likely would have ended up a middle of the road Yakuza, or dead in the streets somewhere without a care cast. This all changed however, due to a series of interconnected occurrences, which put Torinaga in the way of a young professor named Dr. Katahiro. Katahiro, a professor at the National University of the Ryukyus, taught a rudimentary course on English Literature, a course Torinaga haphazardly took at the last minute; in order to fulfill his curiosity in American movies. Ever the oblivious student, Torinaga failed to realize that English Literature in fact, had nothing to do with the United States, and instead focused on classic literature from the United Kingdom–a fact that would become mortally upsetting to Torinaga upon discovery. Dr. Katahiro played on Torinaga’s pride however, and in doing so, embroiled Torinaga on a journey through the first class he’d ever genuinely enjoyed. The choice of history–and later medical history–became apparent to Torinaga down the line, as he continued through his courses, ever-aware of the reality that because of Dr. Katahiro, he had the potential to make something of himself outside of the criminal world.
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“To save lives, as my own was saved once.” He continued, “The role of a professor in a young person’s life can never be understated,” he said shaking his head, before raising a finger, “never.” He paused, contemplative, “a professor is not only there to impart what knowledge is to be found in books, and-and on the, on-onrain? Is that what these kids are on now?” He waved a hand “no, a professor must impart that deeper knowledge, that essence which drives students to pursuit!” He gestured grandly “to live boldly, and earnestly.”​

In short, Torinaga desires to teach because he was given two important tokens. One, that education was the equalizer that allowed boys and girls from the street to achieve a sense of respect, and honor, outside their physical circumstances; that the world of character, and intellect, were entirely separate from one’s economic standing. And two, that it was the responsibility of the master, the teacher, and professor, to guide the youth to such a recognition.
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Roleplay Scenarios
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A jock is ignoring your lesson and throwing paper balls at another student, what would your character do?
“Young man!” The voice resounded throughout the room; one would be forgiven for mistaking it for someone else, given it’s complete mismatch of the old man’s physical countenance. “If you’re going to interrupt my teaching, at least do so in a manner of unique and good humor,” he added, shaking his head. The gesture felt like knives being cast at the boy’s very soul. “S-such a poor display of ineptitude.” He paused. “Throwing things? Are we apes?” He shook his head once more. “I’m of half the mind t-to give you detention on the basis of your poor display of creativity alone!” - “Apologize.”

A student doesn’t seem to understand the material, yet hasn’t requested help, what would your character do?
Torinaga pointed a finger with painful slowness at the clearly confused student. “You there,” he muttered, “what is it that prin-principally changed the surgical profession from one of butch-butchery to one of precision?” A trick question, and a devilish one at that. Torinaga figured if the student had not the shame to ask, another would be his burden.

When in the faculty lounge, how does your character act?
Torinaga ate his noodles in silent enjoyment, looking about the room as one would joyfully observe a school of brightly colored fish in an aquarium. Upon approach, those thin brown eyes would trail upwards with the speed of a geriatric dog, meeting the subject with a peace akin to a monks. The air seemed to grow heavy, in a restful sort of way. “Would you like to join me?” He’d entreat, warmly.

Provide at least 2 interactive class ideas and one field trip idea related to your subject


CLASS ONE: ​

Torinaga would set out a skeleton atop his desk; an anatomical model of course, before carefully equipping himself with a large saw. “Today dear students, we learn about the butchering art!” He resounded, before in a single overly loud swing, removing one of the skeleton’s legs. ​

This class would be focused on the history of surgery, with a focus on the Victorian period, one of the most surprising periods of surgical history. It would be hosted as a trivia game, with various point values attached to every question. Students would form two teams, each having a period with which they were given time to discuss potential answers. They would then elect a speaker to give their answer, with Torinaga deciding which team deserved the points, given the thoroughness of their chosen reply.


CLASS TWO: ​

Professor Torinaga stood, grunting as an old man does, as he proceeded to climb atop his desk. As a rather short man, the act was undeniably humorous. “Oh I haven’t much life left in me…” He muttered under his breath, before clearing his throat to address the class. “Today, dear class, you will be establishing timeframes.” ​

This class would focus on establishing context surrounding the invention of various medical practices/supplies. The students would be split into two groups, before each being assigned either a medical item or procedure, or a time period or historical context. They would then seek to match their medical procedure or item, with the student opposite them with the correct context. Every successful pair would be given a coveted thumbs up! Alongside more exposition…



FIELD TRIP:
Whilst the hospital would be the obvious choice, a thorough and more unforeseen field trip would be taken to…

The Hotsprings​

“The mountains have always been the refuge of those seeking better air, and recovery from disease, little students.” The old man declared boisterously, as he huffed along the climb up to the shrine. “And the hotsprings, a source of medical wonders!” He added, turning around as they passed under one of the many Tori. “Does anyone have any ideas why that may..” He trailed off, before recovering “May be?” ​

This field trip would focus primarily on the history of the mountains, and their association with “good air” ; it would also allow for thorough exploration of ancient Japanese medicines, and the history surrounding the shinto religion’s commentary on disease. Alongside this, the shrine and the hotsprings would provide ample opportunity to explore the effects of heat on diseases, and to broaden student’s perceptions surrounding the degree to which humans have understood sickness and injury in the past. ​

 

[lobsterrdog]

ACCEPTED
Welcome to the Professor Faction!
Please join the Karakura Academics server to gain your roles and receive further instructions.​