evephor1c_
Level 1
‿̩͙⊱༒︎━━﹙ ཐི༏ཋྀ High School Council | Isao Yoshida ཐི༏ཋྀ ﹚━━༒︎⊰‿̩͙
‿̩͙⊱༒︎━━﹙ ཐི༏ཋྀ OOC SECTION ཐི༏ཋྀ ﹚━━༒︎⊰‿̩͙
GENERAL INFORMATION
What is your Minecraft Username?:
evephor1c_
What is your timezone?:
PST / GMT-7
Please provide your Discord tag:
kkaaqs_
Link(s) to all past and present applications on the server (Approved, Denied & Pending):
[https://schoolrp.net/threads/kkaaqs_s-language-application.83948/] - [Language][Accepted]
[https://schoolrp.net/threads/evephor1c_s-language-application.85878/] - [Language][Accepted]
[https://schoolrp.net/threads/evephor1cs-language-application.87153/] - [Language][Accepted]
[https://schoolrp.net/threads/evephor1c_s-other-application.86254/] - [Other/Height][Accepted]
Describe your activity on the server:
(Please note that available times are generally when I can access SRP, but I may also be spending hours on IRL activities as well, like homework, clubs, and commission work.)
| Monday | Tuesday | Wednesday | Thursday | Friday | Saturday | Sunday |
Available | 4 PM - 12 AM | 4 PM - 12 AM | 4 PM - 2 AM | 4 PM - 12 AM | 4 PM - 12 AM | All Day | All Day |
Unavailable | 12 AM - 6 AM 6 AM - 3:40 PM | 12 AM - 6 AM 6 AM - 3:40 PM | 12 AM - 6 AM 6 AM - 3:40 PM | 12 AM - 6 AM 6 AM - 3:40 PM | 12 AM - 6 AM 6 AM - 3:40 PM | N/A (Able to Stay Up) | 12 AM - 6 AM |
List your accounts and roles on this server:
(I do not own an alternative account!)
1. Isao Yoshida | [Grade 12][Primary][Character Applying With!]
2. Keola K. Mahoe | [Grade 12][Secondary]
3. Tiānyǔ Cáo-Kosanović | [Grade 12][Secondary]
4. Dior Emilien Guerlain | [Grade 12][Secondary]
5. Evariste Silfversparre | [Grade 12][Secondary]
6. Augustine Aguliar-Flores | [Grade 12][Secondary]
Are you aware that inactivity can result in removal from the council?:
Yes, I understand and accept that inactivity results in removal!
‿̩͙⊱༒︎━━﹙ ཐི༏ཋྀ TRIVIA QUESTIONS ཐི༏ཋྀ ﹚━━༒︎⊰‿̩͙
What is the student council and what do they do?:
Similar to faculty members and the school board/SLT, the student council is a select number of individuals who represent the student body and their voices, working closely together with faculty and higher leadership in order to effectively communicate the needs of students, maintain a positive, safe environment at school, and ensure that school rules and protocol are followed. The student council is also in charge of creating and organizing events that allow for school spirit and unity to flourish, giving opportunities for community growth and connection. They may also be tasked with other activities, such as monitoring the halls for any misconduct, offering tours or advice for lost/new students, and ultimately, acting as a pillar of leadership and guidance to their peers.
What motivated you to apply for council? (e.g. Interests, friends, etc.):
There are three main motivations as to why I wanted to apply for the student council: personal interest, roleplay opportunity and experience, and familiarizing/working with the SRP community.
i. Personal Interest
While I have never been a part of a proper committee for leadership, such as student council IRL, I am the co-president of a club and am familiar with holding leadership positions whenever it comes to group activities, especially in school. Many of my interests also correlate with some kind of leadership or advocacy, where I maintain respect and professionalism in order to achieve whatever goals I desire. I also have a strong interest in speaking up for others when they cannot do so, being able to shoulder on their responsibilities and burdens despite my own, because community is a value central to me.
I am motivated to apply to the student council because I would like to further explore my ability to collaborate with others, communicate ideas and passions, and generate change, even if small.
ii. Roleplay Opportunity/Experience
I have been playing SRP since late April 2025, but only recently dived into DetailRP towards late May to June. Despite my continuing roleplay experience of around five years, starting on Amino, then transferring to Discord, and now SRP, I have never taken a position of leadership. Even on SRP, much of my roleplay tends to lean on the more casual side, as I have yet to venture into any factions or CrimeRP of any sort. I have worked in-game at Henki-Do for a couple of months, which was a pleasant roleplay opportunity to have, and I am quite grateful to Henki-Do for giving me that experience.
As of recently, I have considered applying for Professor Faction, and hopefully Teacher Faction once spots open up; however, those positions require more experience when it comes to handling student matters in character, and I would like to work into that role slowly. I have heard from others how difficult and taxing it can be to deal with student matters, appropriately too, and I recognize the anxiety I have whenever it comes to high-stress situations, even in-character, that I'd like to work on. While I might not be teaching classes, lecturing, or handing out homework, the student council has enough responsibility and duty to upkeep the school environment and wellness, an important social factor.
Finally, I believe that my character, Isao Yoshida, would be well-suited for the role, given that he's quite the social butterfly with a deep desire for community and strong moral standing. He's coming back from a short break ICLY, soon, and I believe that in an attempt to facilitate his character growth, he would venture into an avenue that allows him to more closely connect with people and also make a change.
iii. Familiarizing/Working With the SRP Community
Apart from interactions in-game and commission work on Discord, those are the main ways I am able to connect with other players on the server. I hope that by being in the student council, I have higher chances of interacting with other players, such as faculty members or SLT, whom I might not on a common basis. I also want to familiarize myself better with the culture and rules of SRP, which I do not have the fullest grasp of, but am willing to memorize in order to achieve my duty.
Are you aware that you’ll be having to use your creativity and teamwork ethic within the student council? (e.g. Coming up and helping with events):
Yes, I am fully aware and will supply my creativity and collaborative efforts as much as I possibly can!
I highly enjoy exercising my creativity and abilities being a digital artist, so I hope that they will be put to good use, especially in collaboration with others.
Can you list the roles in the council along with other roles that might be important to the council?:
1. SLT - SLT is the overarching leadership that oversees any matters that involve the school. They ensure that the school and its faculty are following proper conduct and regulations, often checking in and quietly supervising. They also deal with any individual who fails to uphold the standards and actively defies them, such as troublesome students.
2. Principal - Principals are the main administrators who help with management and decision-making. They are the primary leadership at each school, determining what staff is hired, how the budget is split, etc.
3. Vice-Principal - While principals are the primary leadership, vice-principals are the secondary leadership who fill in for any excessive duties that principals cannot handle. Some key responsibilities may be overseeing certain activities or programs, offering support to teachers, and regulating student behavior.
4. Faculty - Faculty consists of several roles (teachers, professors, tutors, librarians, etc.) who also help facilitate the school environment and student behavior. They are the individuals who commonly interact with students the most, and the ones that council members will likely work more closely with for events and conflicts.
5. Council Members - Council members are extremely important because they ARE the council! They are a committee of individuals dedicated to working together in compliance with both school leadership and students, helping to keep a friendly environment.
6. Students - Self-explanatory! The student council is the student body, AKA the ones who represent the students! They are the ones who may bring their issues or ideas to the council in order to be discussed further, providing their input, as school is an environment meant to facilitate their growth.
‿̩͙⊱༒︎━━﹙ ཐི༏ཋྀ ICLY SECTION ཐི༏ཋྀ ﹚━━༒︎⊰‿̩͙
SCENARIOS
While students gather for a school assembly, one student behaves disruptively, causing a disturbance. How would you manage the situation to restore order effectively while minimizing any additional disruptions to the assembly?
Nestled in his seat, Isao shifts for a brief moment, posture relaxing. His shoulders are straight and back, chin held high, with neatly folded hands in his lap. Despite the contrast to his usual carefree, fluid demeanor, this precision appears to come with ease, too. Perhaps it’s the levelheaded calmness that comes with his surfer vibe?
At the sound of the question, seaform eyes snap forward, lips parting as a gentle, firm voice is heard. Almost like faint waves caressing the shore, shifting subtly with persuasion.
“Perhaps a bit too kind, but I truly believe in second chances, so I’d likely give the disruptive student a silent warning before taking any kind of formal action. Maybe a . . soft shush on the lips? Just a gentle reminder to be respectful.”
He suggests, with a subtle smile as he displays the gesture, lifting a finger to his mouth. It quickly drops back to his lap, intertwined again.
“If it happens again, however . . .” He tilts his head to the side, almost disappointed. “I would tap them on the shoulder and quietly guide them away from the assembly, so others can enjoy it. From there, I’d allow them to explain themselves, or get out whatever energy they’re having trouble with–just any way I may be able to assist them. But, if the situation is something out of my control, like hostile behavior, then I will try to reach out for aid from a faculty or council member to handle it.”
A student refuses to take their mask off after you’ve brought up detention and they’ve run away! What do you do?
Isao gives a thoughtful hum, tapping his chin with a finger. Trying his best to weigh his options, like what mattered more with such little time on hand.
“Well . . .” He chuckles gingerly, after a beat. “While I’m sure that I could attempt to catch them and perhaps reason with them, the best course of action would be to use the intercom system instead and inform a faculty member or receptionist.”
His smile widens with confidence, nodding to himself in approval.
“I prioritize maintaining school conduct, which includes following the rules and ensuring that students comply with them, but public safety and preventing disturbances are factors to keep in mind, too. After all, a ruckus only makes it much more difficult to handle the issue, and may show that orderly school conduct can be unintentionally disruptive.”
A teacher observes concerning behavior from a student, including the creation of disturbing artwork and verbal threats toward peers. How would you collaborate with the teacher to evaluate the situation and intervene appropriately to address potential safety concerns?
His brow twitches at this question, seemingly irked at the severity of the situation as it furrows. The corners of his lips downturn, with his serene demeanor suddenly becoming rather serious. He refolds his hands tightly, squeezing.
“Even if the situation has yet to cause physical harm, I strongly encourage the separation of the student showcasing such concerning behavior towards their peers, first and foremost. That behavior, jokingly or not, is going to or has caused a negative environment, which should not be reinforced or ignored just because it’s not ‘severe’ enough.”
Isao reasons, resolute. The gentleness of his voice is quickly overshadowed by firmness; no longer are the waves simply caressing the shore. Instead, they are crashing against it, reaching.
“Once safety is relatively guaranteed, then intervention can begin . . .” He pauses, considering who and how faculty and council members should be involved. For a brief moment, his seriousness softens, then returns as he goes to continue,
“Teachers, or perhaps SLT if difficulties arise, can discuss matters with that student to understand the intent or reasoning behind their actions. Depending on what happens, they can determine the proper consequences or boundaries, and I will ensure that those are followed. I will also keep a close eye on any students who were or might be possible targets, if the situation occurs again, hopefully being a safe person they know to reach out to.”
His clasped hands loosen as he flattens them out on his thighs, facial features relaxing. A determined, earnest smile rests on his lips.
“Since representing students means being able to stand up and speak for them, AS them. And that can only truly be done when they feel safe, connected, and respected.”
A group of students asks for your permission to stage a protest on school grounds. Would you allow them to protest? If so, how do you ensure that the protest does not disrupt the school environment while upholding their freedom of expression?
“A protest-?” Now faced with this question, Isao visibly considers his words, organizing his thoughts. It’s a look of deep concentration, lips slightly pursed as he gives a drawn-out hum . . . “Well!”
He suddenly perks up, tossing a leg over a knee, as he begins to gesture with his hands. It’s quite animated, counting off his fingers as he lists his points,
“For one, yes, I would allow them to protest! Students should get involved with causes and want to take action, so I highly encourage that. Especially since it gets their voices and faces out there, and is a great opportunity to learn. As long as it does not infringe on any school rules or interfere with instruction time, and is a peaceful protest that guarantees the safety of protestors, as well as anyone in the surrounding area. For example, it could occur on the field since it’s not as crowded as- uh, let’s say the front gates!”
A second finger is out now, his voice growing in strength slowly.
“Secondly, if possible, I would suggest that the protesters undergo mental health screenings, or at the very least a wellness survey. Even if they might not have weapons or other things that can lead to violence, the action of protest can be very controversial, so audience reception is difficult to determine. We might not be able to guarantee how others will act in response, but we can ensure that the protestors will, in fact, do a peaceful protest or remain levelheaded and dedicated to their cause.”
A third and final finger!
“Finally, I believe that it would be beneficial to have faculty or the council on standby to supervise, since they have the authority to regulate and tend to any mishaps that arise! Being there shows that students are allowed to express themselves freely, but also serves as a reminder that this is a school environment with specific expectations in place.”
A teacher/receptionist has told you that you are doing something that goes against what you were trained by your higher-ups. How would you react to this?
He blinked at the final question, reminiscent of a deer in headlights . . . before he gives a huff of laughter, scratching at his cheek sheepishly!
“I hope that is not the case . . . it seems rather disrespectful to disobey our lovely educators here.” Isao offhandedly comments, before he clears his throat with a soft ‘ahem!’ Refocus! Even if he is still a student, being a council member means that he will work WITH faculty! So, the power dynamic will be more like colleagues, right? He sure hoped, his smile going wonky yet sincere.
“Just to ensure proper and effective communication, I will listen to the teacher respectfully, but kindly explain that I am acting based on what I was taught by SLT. And that if they have any issues or concerns, they may bring those to SLT for discussion, where I will gladly be present. I am also more than willing to accept any consequences if I am mistaken and will immediately correct my behavior.”
Please provide at least one detailed event that the council can use as a future event to showcase your creativity! (Must be 300 words or more for one event):
Bobcats VS. Spartans Spelling Bee
1. What Is It? - Why just have a sticker competition between Bobcats and Spartans? Why not have the opportunity to show which side can think quickly, speak clearly, and retain important facts and information? Good at rapid-fire questions, or an English whizz? WELL! The Bobcats VS. the Spartans Spelling Bee might just be the event for you!
2. How Does It Work?
1. To create the teams, Bobcats and Spartans will pick their top 5 candidates, who will represent their respective student bodies. These individuals are assumedly students who are well-equipped with grit, stamina, and knowledge, being able to quickly and correctly answer the prompts read out loud.
2. Once the teams are established, line up on the stage in the auditorium/gym, the MC will then proceed to read out the rules and regulations, which are the following:
i. Through either a game of rock-paper-scissors (roll 3, best out of 2 / 3) or a coin toss (roll 2, best out of 2 / 3), this will determine who starts first.
ii. Contestants will be read out loud the definition of a word. They may request the definition to be read out loud again, and request which part of speech once.
iii. Once completed, contestants will have a total of 30 seconds to answer. To answer correctly, they must individually spell out the word letter-by-letter and then repeat the word in completion.
(For example:
MC: "The definition of your word is 'wishing to do one's work well and thoroughly.' Its part of speech is an adjective."
Isao: "Yes, thank you."
MC: "Your thirty seconds start now."
[ 30 OOC Second Timer / BUZZER When Ended ]
MC: "What is your final answer?"
Isao: "C-O-N-S-C-I-E-N-T-I-O-U-S. Conscientious."
MC: "Correct! One point for Bobcats!")
iv. A contestant will rejoin their group once their turn is completed, and the next member will step up to repeat the process. This process continues interchangeably until all members from both sides have answered.
v. At the very end, points will be tallied up. Every round, the points will go up by +2. The first round is only +1, the second round is +3, and the final round is +5.
3. Once all three rounds have been completed, the points will be tallied up.
If there is a clear winner, this team can claim their victory and spread their glory, featuring a photoshoot and a gift!
If there is no clear winner, there will be a tie-breaker round. This round will be the following:
i. Teams will pick the sole candidate that will carry them to victory.
ii. Like previous rounds, the MC will give out a definition and part of speech. The sole difference is that both candidates are allowed to answer at the same time–it’s a matter of quick wit and speed to see who will get it first before the 30 sec timer is up!
iii. Whoever answers first is the winner!
3. Why This Event? - This event is meant to garner school spirit and unity for BOTH sides! After all, friendly competition is important to encourage collaboration and teamwork, good sportsmanship, and to celebrate academics and success! Additionally, it allows the school to highlight some outstanding students who deserve to be recognized for their bravery and intelligence.
4. Notes - N/A
‿̩͙⊱༒︎━━﹙ ཐི༏ཋྀ Personal Information ཐི༏ཋྀ ﹚━━༒︎⊰‿̩͙
Name:
With a proper, right-angled bow, Isao straightens shortly after. A bright smile on his face, gracing his pleasant features as he introduces himself,
“Isao Yoshida. Nice to meet ya!”
Gender:
"I identify as male, with he/they pronouns."
He declares with some confidence, before his expression twitches faintly with awkwardness, adding softly,
"I am a transman."
Age:
He quickly recovers, though, once again trying to brighten it! His eyes curve into crescent moons, warm and sweet.
“I'm 18! My birthday was a few months back, actually, haha-”
Phone number:
“It’s (030)-560-6104! Text, call, talk in-person, anything is cool with me. As long as I’m available, I’ll do my very best to get back to ya in a jiffy!”
How would you describe your personality?:
He blinks. “I– Oh? My personality–?”
The question catches him off guard immediately, causing the honey-blonde to go quiet. He looks rather unsure of himself, brows furrowing as he pouts for a good moment to think . . .
“I– Well, at least what I have heard from others, like my friends, they usually tend to see me as kind and sweet? I don’t get upset or angry very often, and I’m very patient. I also really enjoy meeting new people, making new friends, taking care of them–the whole nine yards! It makes my day seeing them happy and loved!” He gives a shy chuckle, scratching at his cheek.
“I’m artistic as well, even if I’m not the . . . brightest academically! Or– it just doesn’t seem that way immediately.” He quietly clears his throat. “But I am well-read and crafty. And I try my best to be empathetic and understanding, too!”
Isao offers a wobbly smile, seemingly unused to positively talking about himself, laughing under his breath again.
Appearance/attire (Please provide a picture):
What separates you from other applicants seeking your position?:
His eyes soften almost instantly, quick on his feet and even quicker in response. He gestures to himself, somewhat self-conscious but genuine, as he speaks with emphasis,
“Something that I believe separates me from . . . well, a lot of people is my identity, especially as a trans person. Not in any self-deprecating or ego-inflating sense, since many other students are part of the LGBTQ+ community too, but more so in the sense that I have lived through many experiences, and those continue to influence me, my actions, and beliefs. They’ve allowed me to grow into the person that I am, and I’ve learned how to be resilient and empathetic. I’m open-minded, I try my best to take care of and love others for who they are, because I know what it’s like to be rejected for being you.” He pauses, with a soft sigh.
“I’m quite sure that there are others who are much more qualified or understanding for this position, who will achieve much more than I might do, but I hope that with my perspective, I can offer input and insight that isn’t typically considered, because everyone deserves to be seen and equitably tended to. Students are multifaceted, and without proper representation, schools might not always serve them properly.”
Why do you want this position?:
“As I stated earlier, I believe that my perspective and insight might be extremely beneficial to the council and all students, representing a minority that is not always seen. For example, a close friend of mine has a service dog who attends school with them, and they were in complete shambles after someone tried to feed their dog a chocolate treat. And in general, the school isn’t very disability-friendly, with long distances and numerous staircases that can be exhausting, for example. Issues like these need to be addressed so they can change, and I want to be a reliable, dependable person my peers can come to about these issues. Not everyone can handle being a public speaker, or a social person, or someone with lots of responsibilities; however, I know that I can, because I am that, and I want to help others using my abilities. It’s a simple kindness that everyone deserves.”
What interests you the most about student council?:
“I’m most interested in understanding the processes and responsibilities held by the student council. While I have an idea based on general and outside knowledge, that’s not the same as being a part of it with firsthand experience, and I seek to understand what challenges exist or what change has yet to be made. I also want to challenge myself if I’m given this opportunity, and fully be committed to my duties.”
What could you contribute to make the school a safe and fun environment?:
“I want to contribute my positive, open-minded attitude and empathy to everyone here since they are foundational to establishing and maintaining a pleasant school environment. No one wants to come to a place they dread, so I believe that I may be able to influence others and the school environment to be enjoyable for all. I know I can achieve this through greeting people and complimenting them, helping bring people together by making new friends, and being the shoulder that they can rely on for whatever it is, because I will try my hardest to meet their needs. Even if it comes at the cost of myself, I am more than happy and willing to do so if it helps others, even just a tiny bit.”
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