Shrimpey_
Level 1
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TRIVIA SECTION
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What is your motivation for becoming a professor?:
My motivation for becoming a professor stems from a mix of real-life interests and enjoyment with previous roleplay in SchoolRP. In real life, I’ve always considered studying in the social science department, and my roleplay experiences could give me a surprisingly clear look at what that could be like. In SchoolRP, I’m not just focused on Gang RP; I'm deeply interested in exploring different types of roleplay and finding new ways to improve my writing. I have actively participated in many classes within the server. I found genuine enjoyment in the entire process, from the detailed actions incorporated in hands-on activities to the lectures on designated topics and theories.
Work out two interactive classes you will host if accepted:
1. Students will work together or independently depending on what they prefer. They will choose a type of media, whether it be a movie or video game, etc. They will then evaluate the media they have chosen and determine instances of gender stereotyping. Some questions they might want to consider are how often the male characters vs. the female characters are shown expressing vulnerability or competence? Where are the characters usually placed, and why might that character specifically be there based on their gender? Who initiates action, and whose advice is taken seriously? After the students have taken the time to take notes and create a few answers to some of the questions, they will share their thoughts with the class. The point of this exercise is to make the students think about the media they are exposed to and how they possibly show stereotypical attributes based on the characters gender.
2. As a class we will create a simple chart listing three male-coded keywords (e.g., assertive, lead, competitive) and three female-coded keywords (e.g., supportive, nurturing, compassionate). Then, each student will receive a sheet (book) that has two job descriptions. One of which will be for what is perceived as a male-dominated career (e.g., Engineering, Construction worker) and the other will be what is perceived as a female-dominated career (e.g., Nursing, Education). The students will then list words from each description that would be considered as a gender stereotype. After the students finish the task, we would talk about how there are patterns that show women’s work is often stereotyped as emotional labour, while men’s work is stereotyped as physical and leadership heavy. This activity shows the students that subtle keywords are used to direct men and women to specific career paths based on stereotypical prejudice.
Work out a field trip (meaning a class outside school grounds) you will host if accepted:
For a field trip I would take the classroom to Plaza, or some busy area in Karakura. Students will work in pairs or small field teams at the Plaza, approaching members of the Karakura community to administer a short, pre-written survey. The survey will include the following questions: What gender do you identify as, describe your personality in three words, which jobs do you believe are dominated by women vs. men, and a follow-up to question 3, why do they believe that is the case. After the students complete the survey for a couple people, they will collect the data from them and determine correlations between their respondents’ answers (e.g., a pattern in similar responses from people who identify as women vs. people who identify as men). This entire field trip is a real-world demonstration that social inequality is measurable and traceable through the shared, stereotypical beliefs of a community.
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SCENARIO SECTION
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Your character would encounter a group of college jocks surrounding a bobcat jock, what would your character do?
First, Haku would assess the situation, paying attention to how close the college jocks are to the highschooler, if anyone was hurt, etc. Then Haku would make his presence clear by confronting the situation head-on. Haku would firmly demand the students to back away from each other, stating they are causing a disturbance. Once the aggression circle is broken, he would further investigate into what the problem was, asking the high school jock if they are okay. If the situation called for it, Haku would ask for a caretaker to acquire CCTV footage of the incident and deliver consequences where deserved.
Your character would be supervising detention, one of the students constantly disturbs by asking stupid questions, what would your character do?
Haku would wait for the second or third disturbance just to be clear that this is a disruptive pattern, then, sternly ask them to quit wasting his time and get back to the task at hand, giving the student their one and final warning. If the student were to continue, Haku would make a detailed report about the incident, then deliver it to someone of higher authority (Vice Principle or Dean).
Your character would be hosting a class, and a group of cheerleaders keeps on playing songs on the phone and calling out other students in the class, what would your character do?
Considering this class is for college students who should know better and expect stricter rules to be enforced within the classroom, the moment the disruptions would start, Haku would put a pause to the lesson. Rather than raising his voice, Haku would speak clearly, with professionalism, and tell everyone to take notes regarding the most recent topic he went over, then direct his attention towards the cheerleaders. He would walk over to them and tell them they either behave properly, or they will be forcibly removed from the class and reported to SLT. The following actions would be just that. If the cheerleaders continued playing songs and calling out to other students, they would be removed without another warning, and Haku would write up a report after class.
Your character would be walking on the school perimeter and encounter a fight between a couple of students, your character tried to break it up but it didn't help, what would your character do?
After multiple verbal attempts to break up the fight failed, Haku would step a safe distance away from the fight, as to not get accidentally harmed, and write up detention slips. Haku would then wait for a safe time to get closer and deliver detention slips to each and every one of the people involved. If someone managed to get away before receiving a detention slip, he would make an announcement on the intercom requesting them to the front desk. If the student failed to show up, Haku would create a report to SLT.
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CHARACTER KNOWLEDGE
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Tell us everything you know about the character you will be playing in a few paragraphs. What does they look like? What makes them unique and different? What is their outlook on Students? What about the other teachers? What is their personality like? What is their plan for the future?
Haku is a mysterious, ominous, man, but his manner is incredibly gentle and kind. His appearance is striking. He has a large build and a messy, pale-blonde hair, which contrasts sharply with the warm, happy feeling in his eyes. He has a calm, solid aura. People are subconsciously drawn to him. Haku's whole life is built on loyalty, especially to his family and his younger sister, whom he feels an overwhelming urge to protect. He's generally easy-going and fun. He loves movies, music, and art. However, he becomes instantly assertive and has no mercy if he or anyone he cares about is disrespected. As a Sociology Professor, Haku views students as devoted trainees who must learn to inspect the world in detail. He cares about them deeply, but he demands strict focus. He sees his colleagues as essential teammates. Haku's future plan is simple: to run a highly focused class that uses hard data to reveal and fix local social inequalities, bringing his protective nature to the structural problems of the community.
IN-CHARACTER SECTION
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PERSONAL DATA
Full Name: "My full name on my birth certificate is Haku Suzuki-Marlowe."
Title (Mr, Mrs, Miss): "When addressed by my students and co-workers, they can use Mr. as my title."
Given Name(s): "Most people refer to me as Haku or Mr. Marlowe, occasionally I get a student who calls me Mr. S-Marlowe, however that doesn’t occur very frequently."
Preferred Name: "I prefer to be called Mr. Marlowe, simply to keep things consistent. Haku is fine to be used by my peers."
Age: "I am 35 years old as of July 20th this year."
Gender & pronouns: "I identify as a male and go by He/Him pronouns."
Religious Denomination: "I never grew up very religious and as of right now, I do not practice any sort of religion or personal belief. I would consider myself to be non-religious, or as some people like to label it, an Atheist."
Marital Status: "I am currently not married."
Nationality: "My nationality is Japanese-Canadian, I have dual citizenship in both Japan and Canada, and I have lived in both countries back and fourth for many years."
Current Location: "I reside in Karakura, Japan, in my apartment with my two sisters."
ACADEMIC DETAILS
Teaching Experience (# of years): "I have been teaching for a total of 10 years now. I got my first teaching job right out of university and have been teaching ever since."
Working Experience (# of years): "I have roughly 20 years of working experience. I have been working since I was fifteen, in order to support for my family after my parents’ passing."
Academic Degree: "I first went to university and earned a Bachelor’s degree in Sociology, after that I advanced and got my Master’s degree in Sociology and Social Inequality."
Year of Graduation: " I graduated from university in the year of 2014."
Major(s): "While studying, I specialized in Social Inequality and Education."
Minors: "I minored in Diversity & Equity, Gender & Families, Social Problems, Social Policy & the Law, as well as Environment & Society."
Native Languages: "Being born in Japan, I grew up speaking Japanese. Japanese is my first language."
Other Languages: "When I started living in Canada, Quebec, I learned to speak French and became bilingual. I am currently fluent in French and consider it to be my second language."
Preferred Teaching Subject: "My preferred teaching subject would be Social Sciences in the Sociology department, my course specifically would focus on stereotypes and gender roles."
Extra: Thank you so much for reading my application!!
Additional notes about your application (if any): N/A
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OOC SECTION
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What is your Minecraft username?:
Shrimpey_
What is your time zone?:
(EDT) GMT-04:00
What is your discord username?
@shr1mpey
Link all previous applications you made on the server:
https://schoolrp.net/threads/shrimpey_s-language-application.84730/ [ACCEPTED]
https://schoolrp.net/threads/shrimpey_s-language-application.85845/ [ACCEPTED]
Describe your activity on SchoolRP:
I am a very active player of SchoolRP. I spend hours playing daily. I try to experiment with multiple different types of roleplay. I love performing detailed actions, whether it is for combat, cooking, art, or classes.
Describe your roleplay experience with SchoolRP and other roleplay networks in general:
A lot of my time on SchoolRP has been spent doing Gang RP. This has allowed me to meet many people who are very good at detailed roleplay. In gang RP we hold trainings, and, in these trainings, I am taught techniques that help me better my writing and detailing when in combat as well as other scenarios. I have expanded my roleplaying past gang RP. You can often find me in Mr. Dayang's Drama class performing a variety of different scenes which further my practice in roleplaying different scenarios. Another type of roleplay I enjoy is the simple student RP. I thoroughly enjoy giving detailed actions in my classes, especially in culinary classes and art classes.
What are your current roles on SchoolRP:
[Grade 12] Haku S-Marlowe (Primary) [Applying with]
[Grade 12] Audrina S-Marlowe (Alternate)
What is the subject you want to teach?:
Social Sciences- Sociology; Stereotypes and Gender Roles
__________________________________________________________________________________________________________________________________________________________________________✮______________________________________
︎______________________________________✮What is your Minecraft username?:
Shrimpey_
What is your time zone?:
(EDT) GMT-04:00
What is your discord username?
@shr1mpey
Link all previous applications you made on the server:
https://schoolrp.net/threads/shrimpey_s-language-application.84730/ [ACCEPTED]
https://schoolrp.net/threads/shrimpey_s-language-application.85845/ [ACCEPTED]
Describe your activity on SchoolRP:
I am a very active player of SchoolRP. I spend hours playing daily. I try to experiment with multiple different types of roleplay. I love performing detailed actions, whether it is for combat, cooking, art, or classes.
Describe your roleplay experience with SchoolRP and other roleplay networks in general:
A lot of my time on SchoolRP has been spent doing Gang RP. This has allowed me to meet many people who are very good at detailed roleplay. In gang RP we hold trainings, and, in these trainings, I am taught techniques that help me better my writing and detailing when in combat as well as other scenarios. I have expanded my roleplaying past gang RP. You can often find me in Mr. Dayang's Drama class performing a variety of different scenes which further my practice in roleplaying different scenarios. Another type of roleplay I enjoy is the simple student RP. I thoroughly enjoy giving detailed actions in my classes, especially in culinary classes and art classes.
What are your current roles on SchoolRP:
[Grade 12] Haku S-Marlowe (Primary) [Applying with]
[Grade 12] Audrina S-Marlowe (Alternate)
What is the subject you want to teach?:
Social Sciences- Sociology; Stereotypes and Gender Roles
TRIVIA SECTION
✮______________________________________
︎______________________________________✮What is your motivation for becoming a professor?:
My motivation for becoming a professor stems from a mix of real-life interests and enjoyment with previous roleplay in SchoolRP. In real life, I’ve always considered studying in the social science department, and my roleplay experiences could give me a surprisingly clear look at what that could be like. In SchoolRP, I’m not just focused on Gang RP; I'm deeply interested in exploring different types of roleplay and finding new ways to improve my writing. I have actively participated in many classes within the server. I found genuine enjoyment in the entire process, from the detailed actions incorporated in hands-on activities to the lectures on designated topics and theories.
Work out two interactive classes you will host if accepted:
1. Students will work together or independently depending on what they prefer. They will choose a type of media, whether it be a movie or video game, etc. They will then evaluate the media they have chosen and determine instances of gender stereotyping. Some questions they might want to consider are how often the male characters vs. the female characters are shown expressing vulnerability or competence? Where are the characters usually placed, and why might that character specifically be there based on their gender? Who initiates action, and whose advice is taken seriously? After the students have taken the time to take notes and create a few answers to some of the questions, they will share their thoughts with the class. The point of this exercise is to make the students think about the media they are exposed to and how they possibly show stereotypical attributes based on the characters gender.
2. As a class we will create a simple chart listing three male-coded keywords (e.g., assertive, lead, competitive) and three female-coded keywords (e.g., supportive, nurturing, compassionate). Then, each student will receive a sheet (book) that has two job descriptions. One of which will be for what is perceived as a male-dominated career (e.g., Engineering, Construction worker) and the other will be what is perceived as a female-dominated career (e.g., Nursing, Education). The students will then list words from each description that would be considered as a gender stereotype. After the students finish the task, we would talk about how there are patterns that show women’s work is often stereotyped as emotional labour, while men’s work is stereotyped as physical and leadership heavy. This activity shows the students that subtle keywords are used to direct men and women to specific career paths based on stereotypical prejudice.
Work out a field trip (meaning a class outside school grounds) you will host if accepted:
For a field trip I would take the classroom to Plaza, or some busy area in Karakura. Students will work in pairs or small field teams at the Plaza, approaching members of the Karakura community to administer a short, pre-written survey. The survey will include the following questions: What gender do you identify as, describe your personality in three words, which jobs do you believe are dominated by women vs. men, and a follow-up to question 3, why do they believe that is the case. After the students complete the survey for a couple people, they will collect the data from them and determine correlations between their respondents’ answers (e.g., a pattern in similar responses from people who identify as women vs. people who identify as men). This entire field trip is a real-world demonstration that social inequality is measurable and traceable through the shared, stereotypical beliefs of a community.
SCENARIO SECTION
✮______________________________________
︎______________________________________✮Your character would encounter a group of college jocks surrounding a bobcat jock, what would your character do?
First, Haku would assess the situation, paying attention to how close the college jocks are to the highschooler, if anyone was hurt, etc. Then Haku would make his presence clear by confronting the situation head-on. Haku would firmly demand the students to back away from each other, stating they are causing a disturbance. Once the aggression circle is broken, he would further investigate into what the problem was, asking the high school jock if they are okay. If the situation called for it, Haku would ask for a caretaker to acquire CCTV footage of the incident and deliver consequences where deserved.
Your character would be supervising detention, one of the students constantly disturbs by asking stupid questions, what would your character do?
Haku would wait for the second or third disturbance just to be clear that this is a disruptive pattern, then, sternly ask them to quit wasting his time and get back to the task at hand, giving the student their one and final warning. If the student were to continue, Haku would make a detailed report about the incident, then deliver it to someone of higher authority (Vice Principle or Dean).
Your character would be hosting a class, and a group of cheerleaders keeps on playing songs on the phone and calling out other students in the class, what would your character do?
Considering this class is for college students who should know better and expect stricter rules to be enforced within the classroom, the moment the disruptions would start, Haku would put a pause to the lesson. Rather than raising his voice, Haku would speak clearly, with professionalism, and tell everyone to take notes regarding the most recent topic he went over, then direct his attention towards the cheerleaders. He would walk over to them and tell them they either behave properly, or they will be forcibly removed from the class and reported to SLT. The following actions would be just that. If the cheerleaders continued playing songs and calling out to other students, they would be removed without another warning, and Haku would write up a report after class.
Your character would be walking on the school perimeter and encounter a fight between a couple of students, your character tried to break it up but it didn't help, what would your character do?
After multiple verbal attempts to break up the fight failed, Haku would step a safe distance away from the fight, as to not get accidentally harmed, and write up detention slips. Haku would then wait for a safe time to get closer and deliver detention slips to each and every one of the people involved. If someone managed to get away before receiving a detention slip, he would make an announcement on the intercom requesting them to the front desk. If the student failed to show up, Haku would create a report to SLT.
CHARACTER KNOWLEDGE
✮______________________________________
︎______________________________________✮Tell us everything you know about the character you will be playing in a few paragraphs. What does they look like? What makes them unique and different? What is their outlook on Students? What about the other teachers? What is their personality like? What is their plan for the future?
Describe how your character ended up becoming a teacher and their previous life. It is optional to include earlier life but recommended.
Born in Karakura, Japan with his younger sister, Audrina, Haku’s early years were rooted in Japanese culture and language. However, at the age of 23 his family relocated to Quebec City, Canada and he joined. It was there where Haku learned French, met new people, and was exposed to new cultures, rules for behavior, etc. completely different from Japanese norms. He noticed that there were subtle but notable differences between the two cultures' expectations for men and women, or boys and girls. In Quebec, what was considered appropriate behavior for a mother and father was different from what was expected in Japan. Haku's specialization in gender roles was sparked. He understood that stereotypes were the means by which people limited and classified others, and he wanted the tools to know how to destroy them. After high school, Haku attended McGill University in Montreal and obtained his Bachelor’s and Master’s in sociology. He majored in Social Inequality and Education. He knew his future entailed teaching the things he learned with other people to hopefully change society for the best.
__________________________________________________________________________________________________________________________________________________________________________Born in Karakura, Japan with his younger sister, Audrina, Haku’s early years were rooted in Japanese culture and language. However, at the age of 23 his family relocated to Quebec City, Canada and he joined. It was there where Haku learned French, met new people, and was exposed to new cultures, rules for behavior, etc. completely different from Japanese norms. He noticed that there were subtle but notable differences between the two cultures' expectations for men and women, or boys and girls. In Quebec, what was considered appropriate behavior for a mother and father was different from what was expected in Japan. Haku's specialization in gender roles was sparked. He understood that stereotypes were the means by which people limited and classified others, and he wanted the tools to know how to destroy them. After high school, Haku attended McGill University in Montreal and obtained his Bachelor’s and Master’s in sociology. He majored in Social Inequality and Education. He knew his future entailed teaching the things he learned with other people to hopefully change society for the best.
IN-CHARACTER SECTION
✮______________________________________
︎______________________________________✮
Full Name: "My full name on my birth certificate is Haku Suzuki-Marlowe."
Title (Mr, Mrs, Miss): "When addressed by my students and co-workers, they can use Mr. as my title."
Given Name(s): "Most people refer to me as Haku or Mr. Marlowe, occasionally I get a student who calls me Mr. S-Marlowe, however that doesn’t occur very frequently."
Preferred Name: "I prefer to be called Mr. Marlowe, simply to keep things consistent. Haku is fine to be used by my peers."
Age: "I am 35 years old as of July 20th this year."
Gender & pronouns: "I identify as a male and go by He/Him pronouns."
Religious Denomination: "I never grew up very religious and as of right now, I do not practice any sort of religion or personal belief. I would consider myself to be non-religious, or as some people like to label it, an Atheist."
Marital Status: "I am currently not married."
Nationality: "My nationality is Japanese-Canadian, I have dual citizenship in both Japan and Canada, and I have lived in both countries back and fourth for many years."
Current Location: "I reside in Karakura, Japan, in my apartment with my two sisters."
ACADEMIC DETAILS
Teaching Experience (# of years): "I have been teaching for a total of 10 years now. I got my first teaching job right out of university and have been teaching ever since."
Working Experience (# of years): "I have roughly 20 years of working experience. I have been working since I was fifteen, in order to support for my family after my parents’ passing."
Academic Degree: "I first went to university and earned a Bachelor’s degree in Sociology, after that I advanced and got my Master’s degree in Sociology and Social Inequality."
Year of Graduation: " I graduated from university in the year of 2014."
Major(s): "While studying, I specialized in Social Inequality and Education."
Minors: "I minored in Diversity & Equity, Gender & Families, Social Problems, Social Policy & the Law, as well as Environment & Society."
Native Languages: "Being born in Japan, I grew up speaking Japanese. Japanese is my first language."
Other Languages: "When I started living in Canada, Quebec, I learned to speak French and became bilingual. I am currently fluent in French and consider it to be my second language."
Preferred Teaching Subject: "My preferred teaching subject would be Social Sciences in the Sociology department, my course specifically would focus on stereotypes and gender roles."
Extra: Thank you so much for reading my application!!
Additional notes about your application (if any): N/A
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