Out-Of-Character Information
What is your Minecraft username?
TheEz8Fury
What is your discord username?
soundwavethechristian
What is your time zone?
CST
Link(s) to any previous applications on the server:
ACCEPTED
DENIED
What are your current roles on the server? (If you're college, specify your degree level):
[Adult]
[Grade-12]
[Grade-12]
[Grade-12]
[Fish]
Describe your activity and roleplay experience on the server:
I'm extremely active on SRP as a general rule of thumb. My roleplay experience has been primarily devoted to interactions with the crime rp and gang rp communities. I've lead two unverified gangs, which shows a great degree of experience in cooperation, teamwork, leadership, punctuality towards meetings, and commitment. I have also been a part of the reporter faction, which depends solely on writing ability and cooperation with inner-faction mechanics. My time zone, being CST, is extremely convenient to work around most other players. Generally speaking, aside from traveling for college, I'm very available and can regularly host classes, attend faculty meetings, and participate in general activities expected of a professor across campus.
In your own words, why do you think professors are important to SchoolRP?
The entire server must be defined in a single word: school. School is the center of the entire server; however, academics, drama, and other aspects that accompany this genre are incomplete if they are simply reduced to highschool. The highschool needs a rival and active competition, and that is found in Karakura's college. If it were not for the college side of the server, the Bobcats would not have any competition, and thus a significant portion of the drama that transpires would permanently vanished. However, what makes the college side of the server functional is its backbone: the professors.
As a faction, faculty as a whole plays an extremely important role in the server's foundation. A "school" roleplay server without any academics is incomplete, just as it would be incomplete without a disciplinary faction to regulate drama, jock RP, or delinquent RP on school grounds. Highschool faculty fills this role for the grade 7-12 tags; on the other hand, the professor tag fills this disciplinary role for the college side of the server. Consequently, the professor faction is undisputedly a core aspect of this dichotomy. Additionally, the professor tag plays a vital role in world building. By making the college side of the server feel more authentic and realistic, professors heavily contribute to the environment that players actively participate in. A roleplay server cannot thrive without the vital principles of world building, so a college faction without professors would simply be inadequate. Professors, by virtue of simply existing, add tremendous depth to the capacity for roleplay and narrative building that the server can offer.
Do you acknowledge that if you are inactive, you may face demotion or removal from the faction?
Yes, I fully acknowledge and understand that the result of inactivity is demotion or removal from the faction.
Do you understand if your application is accepted, you may have to undergo professor training?:
Yes, I eagerly look forward to undergoing professor training.
In-Character Information
What's your character's full name?
A flat tone rang out in response: "Giyu Takemitsu." He did not seem very sociable.
Age (Minimum is 27):
Even a simple query such as his age warranted a prolonged pause of silence. ". . . I'm 28." He dryly replied.
Nationality:
The man's nationality was apparent, given his accent. "I'm Japanese," responds Takemitsu.
Preferred Subject:
For once, there was a shift of intrigue in his expression. "I prefer to teach physical education." The slightest spark could be heard in his voice, rising by a single decibel.
Describe the character: How do they look and act? What makes them unique and different?
By Karakura's standards, Mr. Takemitsu's height was a respectable (if not somewhat modest) 6'1 ft. His physical form is contained into a robust physique, indicating a certain degree of martial qualities, observable to the keen or trained eye. It is consequently reasonable that such a fit individual would pursue physical education. On the outside, his intrigue in the subject seemed shallow, as did his personality; the disposition of Takemitsu is aloof and remote. His eyes seem dull; his eyebrows seemed perpetually level, if not naturally furrowed at a slight incline, indicating a resting face of contempt or disinterest. Still, this disinterest does not seem personal; on the contrary, it seems to be quite the opposite. His detached expression suggests a total lack of empathy or intrigue in personal connection. Naturally cut and defined features formed the basis of this resting expression, framed by relatively straight, lengthy hair that cascaded beneath his broad shoulders.
Despite this relatively unapproachable and distant attitude, Takemitsu himself is hardly malicious or spiteful in his mannerisms. Despite seeming to show little interest in personal bonds or meaningful interaction, this does not stem from an intentional air of superiority (although he may be known to give that impression by mistake); in fact, it stems from a mix of self loathing and social awkwardness. Giyu Takemitsu yearns for friendship in some capacity, and does not understand why he might be disliked by others for his "boring" or "arrogant" personality, nor does he even know or acknowledge that he is in possession of a dislikeable nature. His standoffish approach to interactions ultimately undermines his underlying desire to be liked by others, twisting the cold, distant archetype into a more sensitive, deeply personal design. Although he speaks little, Giyu's integrity is without question; he is aggressively selfless, though often fails to explain or elaborate upon his decisions. Consequently, despite acting with a just or righteous moral compass, Takemitsu's inability to articulate his thoughts sometimes results in a rather frustrating experience for those involved.
What is your Minecraft username?
TheEz8Fury
What is your discord username?
soundwavethechristian
What is your time zone?
CST
Link(s) to any previous applications on the server:
ACCEPTED
Accepted - TheEz8Fury - Reporter Application #1
OOC (Out-Of-Character) Information: What is your In-Game-Name (IGN)? Please include ALL your alternative accounts: My only account is TheEz8Fury Do you have Discord and a microphone? If so, what is your username?: My discord username is SoundwaveTheChristian, and I am in possession of a...
schoolrp.net
DENIED
Denied - Dear Karakura | TheEz8Fury Shopkeeper Application
Player Information What is your Minecraft username?: TheEz8Fury Do you have Discord (If so, what is your discord username?): soundwavethechristian How old are you? (Optional): I'd prefer not to specify, but I am over the age of 18. What is your time zone?: Central Time Zone (CT)...
schoolrp.net
What are your current roles on the server? (If you're college, specify your degree level):
[Adult]
[Grade-12]
[Grade-12]
[Grade-12]
[Fish]
Describe your activity and roleplay experience on the server:
I'm extremely active on SRP as a general rule of thumb. My roleplay experience has been primarily devoted to interactions with the crime rp and gang rp communities. I've lead two unverified gangs, which shows a great degree of experience in cooperation, teamwork, leadership, punctuality towards meetings, and commitment. I have also been a part of the reporter faction, which depends solely on writing ability and cooperation with inner-faction mechanics. My time zone, being CST, is extremely convenient to work around most other players. Generally speaking, aside from traveling for college, I'm very available and can regularly host classes, attend faculty meetings, and participate in general activities expected of a professor across campus.
In your own words, why do you think professors are important to SchoolRP?
The entire server must be defined in a single word: school. School is the center of the entire server; however, academics, drama, and other aspects that accompany this genre are incomplete if they are simply reduced to highschool. The highschool needs a rival and active competition, and that is found in Karakura's college. If it were not for the college side of the server, the Bobcats would not have any competition, and thus a significant portion of the drama that transpires would permanently vanished. However, what makes the college side of the server functional is its backbone: the professors.
As a faction, faculty as a whole plays an extremely important role in the server's foundation. A "school" roleplay server without any academics is incomplete, just as it would be incomplete without a disciplinary faction to regulate drama, jock RP, or delinquent RP on school grounds. Highschool faculty fills this role for the grade 7-12 tags; on the other hand, the professor tag fills this disciplinary role for the college side of the server. Consequently, the professor faction is undisputedly a core aspect of this dichotomy. Additionally, the professor tag plays a vital role in world building. By making the college side of the server feel more authentic and realistic, professors heavily contribute to the environment that players actively participate in. A roleplay server cannot thrive without the vital principles of world building, so a college faction without professors would simply be inadequate. Professors, by virtue of simply existing, add tremendous depth to the capacity for roleplay and narrative building that the server can offer.
Do you acknowledge that if you are inactive, you may face demotion or removal from the faction?
Yes, I fully acknowledge and understand that the result of inactivity is demotion or removal from the faction.
Do you understand if your application is accepted, you may have to undergo professor training?:
Yes, I eagerly look forward to undergoing professor training.
In-Character Information
What's your character's full name?
A flat tone rang out in response: "Giyu Takemitsu." He did not seem very sociable.
Age (Minimum is 27):
Even a simple query such as his age warranted a prolonged pause of silence. ". . . I'm 28." He dryly replied.
Nationality:
The man's nationality was apparent, given his accent. "I'm Japanese," responds Takemitsu.
Preferred Subject:
For once, there was a shift of intrigue in his expression. "I prefer to teach physical education." The slightest spark could be heard in his voice, rising by a single decibel.
Describe the character: How do they look and act? What makes them unique and different?
By Karakura's standards, Mr. Takemitsu's height was a respectable (if not somewhat modest) 6'1 ft. His physical form is contained into a robust physique, indicating a certain degree of martial qualities, observable to the keen or trained eye. It is consequently reasonable that such a fit individual would pursue physical education. On the outside, his intrigue in the subject seemed shallow, as did his personality; the disposition of Takemitsu is aloof and remote. His eyes seem dull; his eyebrows seemed perpetually level, if not naturally furrowed at a slight incline, indicating a resting face of contempt or disinterest. Still, this disinterest does not seem personal; on the contrary, it seems to be quite the opposite. His detached expression suggests a total lack of empathy or intrigue in personal connection. Naturally cut and defined features formed the basis of this resting expression, framed by relatively straight, lengthy hair that cascaded beneath his broad shoulders.
Despite this relatively unapproachable and distant attitude, Takemitsu himself is hardly malicious or spiteful in his mannerisms. Despite seeming to show little interest in personal bonds or meaningful interaction, this does not stem from an intentional air of superiority (although he may be known to give that impression by mistake); in fact, it stems from a mix of self loathing and social awkwardness. Giyu Takemitsu yearns for friendship in some capacity, and does not understand why he might be disliked by others for his "boring" or "arrogant" personality, nor does he even know or acknowledge that he is in possession of a dislikeable nature. His standoffish approach to interactions ultimately undermines his underlying desire to be liked by others, twisting the cold, distant archetype into a more sensitive, deeply personal design. Although he speaks little, Giyu's integrity is without question; he is aggressively selfless, though often fails to explain or elaborate upon his decisions. Consequently, despite acting with a just or righteous moral compass, Takemitsu's inability to articulate his thoughts sometimes results in a rather frustrating experience for those involved.
What are their plans for the future? Optionally, what is their past?
Aside from becoming a professor, Takemitsu hopes to eventually open a Kendo dojo with his 7 colleagues and only actual "friend" (though he's reluctant to admit he deserves to call someone a friend at all). He believes that becoming acquainted with students in the field of education will facilitate him to create a respectable reputation and standing in Karakura's academic world, and thus establish a trusting relationship with individuals hoping to pursue actual martial arts. Martial arts, of course, are not about hitting individuals with practice swords made of bamboo; on the contrary, they're centered on a deep sense of morality and virtue. His overarching plan is to help educate Karakura's struggling youth alongside the aformentioned collective, teaching admirable principles such as consistent etiquette, common courtesy, social protocols, and proper manners. In doing so, his reach to benefit the developing youth of the city will be expanded heavily, bettering Karakura from the bottom up as his students pursue proper careers to foster the city's growth.
Contrary to his high hopes for the future, Giyu's past is far more bleak. Born in the mountains of Tsushima in the Nagasaki Prefecture, Takemitsu became orphaned at a relatively young age due to a lethal home invasion and robbery attempt. Exposed to a relatively vile and revolting life of delinquency as a result, Giyu resisted the common-place urge to steal, harm, or extort as a means of survival. His integrity eventually paid off; it was not long until a Kendo instructor visiting the village uncovered the malnourished 19 year old. Despite being only 2 years older than Takemitsu, the Kendo instructor had a certain gentleness and empathetic demeanor behind his every word. Takemitsu made a lasting impression, despite being of such little words, and the Kendo instructor ultimately resolved to travel back to Chichibu with him. This mountanious town, located just out of Tokyo's reach, came to be Takemitsu's new home.
With his new sensei's guidance, Takemitsu became exposed to far more comfortable, although disciplined, lifestyle. Underneath his sensei's vigorous teaching methods, Takemitsu eventually developed an affinity for the art of teaching. He entered the academic world shortly after, studying to obtain his doctorate in kinesiology. Life became comfortable, although Giyu never quite lost his aloof qualities. Consequently, he won few (if not zero) friends in the Kendo dojo. Shortly after this series of events, his sensei fell gravely ill; modern medicine keeps his sensei alive, though actively decaying from his terminal illness. Takemitsu, and his other colleagues, are tasked with leaving Chichibu to spread their master's teachings to the island of Karakura, a city wracked with delinquency and upheaval. Upon arrival with a colleague, Giyu Takemitsu was left with the daunting goal to preserve the wisdom and generosity of his sensei, and hopefully improve Karakura in the process.
What is their outlook on students and their co-workers?
From the perspective of Takemitsu, there is no student that is incapable of learning or growing. At the age of 19, after a life of hardship and survival, he traveled to Chichibu to pursue vigorous training underneath the guidance of his own sensei. He dedicated himself to learning the art of Kendo, and ultimately disciplining himself into a better individual than his youth. He believes that this process can be replicated through physical education, and the mastery of the mind and body will promote the improvement of any student's welfare. Even the most misguided and ill-tempered student can be taught discipline with enough time or commitment, and he believes that his relationship with college students hinges upon his own personal commitment to the cultivation of character.
He respects his colleagues greatly, generally having an extremely favorable view of them. Under the belief that all his colleagues deserver respect, even in moments of disagreement or distress, Takemitsu hopes to build relationships and foster strong bonds. In spite of this, Takemitsu is not social; one might have the impression that he has no interest in his co-workers at all. In actuality, the respect of his co-workers is something he considers; despite struggling to make efforts to socialize, he values any attempt to speak to him, even if he might offer little conversation in return.
What is their motivation for becoming a professor?:
Giyu Takemitsu's motivation is to aid misguided individuals to a brighter future, including delinquents, bullies, or misunderstood students in Karakura's academic institutions. These righteous objectives can be facilitated by the accomplishment of a single goal: become a professor who can offer counsel and aid to those in need of guidance or path correction. Physical education is not simply about working one's body, or honing their ability to fulfill certain tasks; the physique is a vessel, but it is the mind that guides it. Many individuals in Karakura, delinquents included, misuse this vessel to harm others, and thus indirectly endanger their own welfare. Takemitsu believes that, by guiding Karakura's youth down a more disciplined and enlightened path, the overall future for Karakura will be more prosperous.
Such a hopeful goal may seem shallow; however, like most things regarding Takemitsu, more sensitivity and depth is to be found underneath. Prying these details from Takemitsu's mind may very well be impossible; however, a key event heavily influenced his decision to approach the role of professor, and ultimately shaped his outlook on delinquency in Karakura. On the second day of his stay in Karakura, Takemitsu witnessed a young highschool student beating another highschool student with a bat. Shaken, but not deterred, Takemitsu attempted to stop the individual from fleeing, hoping to at least take up his time until the proper authorities arrived. After a long chase, Takemitsu lost the delinquent responsible for the attack, and the victim suffered from a broken leg and a concussion. Considering the harshest form of atonement, exile, as punishment for his failure, Giyu ultimately resolved to make a difference at the lowest level: teaching and education.
Roleplay Scenarios
A jock is ignoring your lesson and throwing paper balls at another student, what would your character do?
A dry, crinkling sound interrupted a lecture within an otherwise quiet classroom.
Oceanic, dull eyes peered from behind Takemitsu's broad shoulder, neck twisted to bring his gaze from the chalk board before him. The rustle of a paper ball being thrown had immediately caught the attention of professor Takemitsu in no more than a second. Without needing to ask any questions as to who had thrown it, the student responsible is immediately identified by the Professor's acute situational awareness. His expression remains unchanged, neither unamused or upset.
"Step outside with me, Kurohara." Takemitsu commands.
A rebellious reply is given by the jock, "why? I didn't do anything."
Silence meets the jock. Takemitsu, always of few words, does not waste time or raise any tempers by engaging in an argument. Instead, he simply takes out a detention slip, holding it up at shoulder level. The professor, his gaze filled with resolve to see order restored to his classroom, watches the student walk towards the door in defeat. Unwaveringly, his stride brings him to the door of the classroom, and a simple twist of the knob guides the pair into the hallway.
"You shouldn't have done that, Kurohara." The dark haired professor simply states. At first, it seems that Takemitsu will struggle to articulate himself, like he always did around his co-workers. Instead, it seems that he can communicate with students to a greater extent; it was not without fault, but a certain sterness accompanied his solemn tone. "The truth is, I can't teach you to do anything physically in my class." A pause. "You're athletically gifted, with talents that bring you friends, happiness, and enjoyment; you should be using that to make others happier, to make others have easier lives." The stare of Takemitsu is not one of judgement; he understands that this jock likely did not put so much thought into a simple paper ball. "What I can teach you is discipline, and how to use your gifts wisely; you can do more than just throw paper balls at other students all day."
Silence engulfs the pair, until Takemitsu eventually says. "I don't want to see this happen again; if it does, I have no choice but to write you a detention slip." He looked through the window of his door, at the student that had been victim to the bullying. "Either way, at the end of class, if anything I've said has at all resonated with you. . . then I'd appreciate you apologizing to that student you hit with a paper ball."
Takemitsu does not give the student time to respond in depth. He opens the door, and expects the lecture to continue without interruption.
Should the behavior persist, however, Takemitsu will not be lenient. If another paper ball is thrown, a detention slip will be promptly written, and silently placed atop that student's desk. No further questions or debate will be necessary. However, Takemitsu still believes that a student that wastes a second chance has potential; he does not believe in kicking people from his class, because each lecture could teach someone something viable one day.
No matter the outcome of the jock's behavior, Takemitsu will attempt to speak to the student who was wronged after class, and inform him that he will not tolerate any bullying during his lectures. Hopefully, one more student will feel as if they have an authority figure to depend upon in the school, and will feel safer as a consequence.
A student doesn’t seem to understand the material, yet hasn’t requested help, what would your character do?
It is clear to Takemitsu that a student is struggling. It is not the first time Kurohara has struggled with this topic. He suspects that the incident from yesterday with the paper ball might still be on his mind. While the others are working on their assignments, Takemitsu walks over to a struggling Kurohara.
". . . What do you not understand?" Takemitsu asks at a low whisper, ensuring he doesn't isolate or embarrass Kurohara.
The sound of the professor's voice catches the attention of Kurohara instantly. "Huh?" Looking up from his paper, Kurohara had a look of confusion written across his face.
A quick examination of the problem that Kurohara was stuck on told Takemitsu everything, with the question reading:"In your own words, describe an isometric muscle action."
"Think of about your bicep as a muscle. When you curl a dumbbell, you contract your bicep muscle." Takemitsu explains carefuly, mimicking the gesture of conducting a bicep curl. "Now, think of doing a plank; you engage your core, back, and shoulders. They feel tense, don't they?" - "An isometric exercise engages a muscle without needing to contract it. Try to think of something you do to work a muscle without contracting, or moving your joints."
Takemitsu waits for understanding to appear in Kurohara's eyes. Despite being a previously disruptive student, Takemitsu hopes that his slow, and understanding guidance will permit him to thrive, in spite of his previous track record being murked. Quietly, Takemitsu withdraws to his desk, content knowing that he had given Kurohara a deeper understanding- without outright giving him a complete answer.
When in the faculty lounge, how does your character act?
Giyu Takemitsu is remote and distant in the faculty lounge, but not by choice. Generally, during lunch hours, he prefers to retreat to the lounge to enjoy a meal on his own. His social awkwardness towards his colleagues plays a large role in his struggle to socialize openly; in part, this is because the thought of socialization rarely crosses his mind. Although far from rude, it is not uncommon for this awkward disposition to come off as slightly dismissive or disinterested. However, he deeply appreciates those who do attempt to speak to him, or show any acts of kindness towards him, as he is well aware that his introverted personality does not facilitate in-depth relationships. Those who do attempt to interact with him will find a seemingly aloof individual, though his quiet nature is far from malicious (even if he fails to get that point across). He is, at his core, kind and good hearted; putting in the effort to "befriend" him will result in a loyal and faithful individual who, despite his quiet natue, might offer a viable ear to listen to, or perhaps even a shoulder to cry on.
Provide at least 2 interactive class ideas and one field trip idea related to your subject
Interactive Class Idea 1: Dodgeball Frenzy!
This idea is relatively straight forward: dodgeball! Although this idea may seem lazy, Takemitsu believes that this competitive sport is an excellent way to foster positive mindsets, and respectful mannerisms in the context of school competitions. This interactive class idea will not emphasize the actual act of throwing dodgeballs, but the discipline necessary to enjoy a friendly competition. It will heavily prioritize the promotion of teamwork, which includes assigned teams and team captains, coordination and strategy, as well as postiive sportsmanship and competition etiquette. Before the game begins, both teams will bow before each other, and wish one another good luck. After the game is concluded, the bows will be returned, and both sides will congratulate each other for their hard work.
The homework assignment will be straight forward as well: a short questionnaire regarding their experience. This will include asking about what strategy they came up with during the activity, how they feel they could have contributed to their team more, and to list one positive thing about their respected adversary- whether it be their speed, accuracy, or sportsmanship!
Interactive Class Idea 2: Physical Exercise!
This one may seem boring, but Takemitsu believes that a disciplined mind is the only way for the body to truly thrive. The body must, in all cases, be pushed by the mind to endure the absolute limits of any physical exercise. In actuality, this activity is a writing exercise for the class participants as well. Class participants will be encouraged to type actions of their preferred length, physically describing as many motions as they like! This can include describing the way the veins of their arms bulge during push ups, or how their body burns during jumping-jacks. The ultimate goal is to figure out how their character reacts when pushed to the physical limits, and how they respond to tasks of physical endurance. This will help them unlock a side of their character that they have not uncovered, which is how they respond to adversity pushing them to be better. If all goes to plan, they will be able to refer back to this class, and use it as an example when their characters are under emotional or physical strain, desiring to break an additional limitation that professor Takemitsu helped them uncover.
The homework assignment for this activity is simplistic: a simple short essay (2 IC pages) detailing the mental and physical struggles they encountered that day, as well as what permitted them to grow past these struggles.
Field Trip Idea: A Hike Through the Forest!
Having trained in a mountain town outside of Tokyo's reach, Giyu Takemitsu is no stranger to hiking through steep, difficult terrain! Rationing food, survival skills, and other physical techniques are necessary to thrive during any journey up Karakura's local mountain range. Students will be encouraged to follow Giyu Takemitsu in a slow paced, steady hike into the forest, eventually leading them towards the Takagi Hut. This path is very friendly to new players, as the trip will be at a walk, permitting them to remain caught up with 50% or 100% speed players. During this, a stop will be made at camp fires, allowing others to rest. This pause will have the most vital part of the lesson included, which is to learn about the importance of rehydration and the consumption of small, calorie treats, such as protein bars, during long hikes. The long term goal is to promote players to explore their characters' quirks and preferences while enjoying the scenery of Karakura's forest, adding roleplay to every step taken on a hiking trail!
The homework after this assignment will simply pertain to the contents of the brief lecture about rehydration, as well as refueling with calorie-dense snacks. These nutritional queries will ensure that the trip is not a simple walk in the park, but instead a learning opportunity for others to grow off of. After all, food plays a large role in Karakura's culture and roleplay sessions!
This one may seem boring, but Takemitsu believes that a disciplined mind is the only way for the body to truly thrive. The body must, in all cases, be pushed by the mind to endure the absolute limits of any physical exercise. In actuality, this activity is a writing exercise for the class participants as well. Class participants will be encouraged to type actions of their preferred length, physically describing as many motions as they like! This can include describing the way the veins of their arms bulge during push ups, or how their body burns during jumping-jacks. The ultimate goal is to figure out how their character reacts when pushed to the physical limits, and how they respond to tasks of physical endurance. This will help them unlock a side of their character that they have not uncovered, which is how they respond to adversity pushing them to be better. If all goes to plan, they will be able to refer back to this class, and use it as an example when their characters are under emotional or physical strain, desiring to break an additional limitation that professor Takemitsu helped them uncover.
The homework assignment for this activity is simplistic: a simple short essay (2 IC pages) detailing the mental and physical struggles they encountered that day, as well as what permitted them to grow past these struggles.
Field Trip Idea: A Hike Through the Forest!
Having trained in a mountain town outside of Tokyo's reach, Giyu Takemitsu is no stranger to hiking through steep, difficult terrain! Rationing food, survival skills, and other physical techniques are necessary to thrive during any journey up Karakura's local mountain range. Students will be encouraged to follow Giyu Takemitsu in a slow paced, steady hike into the forest, eventually leading them towards the Takagi Hut. This path is very friendly to new players, as the trip will be at a walk, permitting them to remain caught up with 50% or 100% speed players. During this, a stop will be made at camp fires, allowing others to rest. This pause will have the most vital part of the lesson included, which is to learn about the importance of rehydration and the consumption of small, calorie treats, such as protein bars, during long hikes. The long term goal is to promote players to explore their characters' quirks and preferences while enjoying the scenery of Karakura's forest, adding roleplay to every step taken on a hiking trail!
The homework after this assignment will simply pertain to the contents of the brief lecture about rehydration, as well as refueling with calorie-dense snacks. These nutritional queries will ensure that the trip is not a simple walk in the park, but instead a learning opportunity for others to grow off of. After all, food plays a large role in Karakura's culture and roleplay sessions!
