Yungwoman
Level 1
OOC SECTION
What is your Minecraft username?: Yungwoman
What is your time zone?: CST
What is your discord username? (eg @muffincats) Glowybug_
Link all previous applications you made on the server:
https://schoolrp.net/threads/yungwomans-other-application.82998/
https://schoolrp.net/threads/yungwomans-ban-appeal.85157/
Describe your activity on SchoolRP: I am consistently active on SRP, logging in multiple times throughout the day and the week to engage in a variety of colorful rp scenarios. I try to actively seek out opportunities to interact with other players of the server. I love attending any events and or related activities on the server as to which I can participate in. When it comes to a roleplay scenario I do my best to make it feel as lively as I possibly can! I’m not the best at it but certainly try!
Describe your roleplay experience with SchoolRP and other roleplay networks in general: My experience on SRP has been very extensive, varied and evolving over the time that i have been on the server, I’ve been immersed in the environments that the server has offered to me personally, I’ve had the joy of participating in daily scenarios that allow me as a player to develop a character that I can truly enjoy playing. I place strong emphasis on the development, continuity and respecting everyone’s story lines. I enjoy making a character that has grown over time after spending time with people who could impact my characters positively, or negatively, it’s a joy as it’s always random and not a set path that is determined prior to making such a character.
Now that doesn’t mean everything is a random event that just happens. Yes, I have had and currently still do like to make planned RP that doesn’t have a determined outcome, but it allows me to integrate that rp into existing ones over time..
What are your current roles on SchoolRP:
I actively hold two roles, that allow me to engage with different aspects of the community, my primary role is a college student Bachelor, aged 19, which enables me to participate in more mature roleplay settings and interact with professors and fellow college students
In addition to that I also have a grade 12 who’s 18, this also gives me the chance to experience the perspective of a Senior high school student who can be reckless and do dumb and stupid things as they prepare to transition into an adult environment.
What is the subject you want to teach?:
What I would like to teach Archaeology. My goal is to bring history back to life by introducing discoveries and adventures that shape our understanding of ancient civilizations.. Archaeology isn’t just digging, it’s uncovering stories that we could possibly be walking right on top of in our everyday life! Piecing together fragments of a time forgotten and understanding how we as humans evolved through the ages.
I want to create a balance between structured academic learning and immersive hands-on activities. This might simulate excavations, ****yzing artifacts, puzzles from a time forgotten and interactive lectures. Encouraging the students to actively present questions and I hope to spark curiosity.
TRIVIA SECTION
What is your motivation for becoming a professor?:
IC:
“Reason for.. Being a professor..? Knowledge belongs to everyone.. Not locked away in some dusty archive, or forgotten under centuries of sand or dirt but alive. Out there.. Beneath layers of earth and ruin.. There is a past that is calling to us.. It wants to befound.. It wants us to learn about who did what on a specific day.. I have crossed deserts under the blistering sun.. waded through swamps that have years of history.. Brushed dirt from artifacts that have been long, long, long forgotten.. Stood in the shadows of temples that haven't seen light in thousands of years.. Holding fragments of lives that shaped the world we walk through today.. The greatest thrill isn't the discovery.. It’s watching how the student reacts to that history..
Archaeology isn’t just.. Some facts and dates.. It’s a mystery, it’s dangerous to find yes but.. People have asked the question if you could go anytime in the past where would you go? Some to dinosaurs.. Some to see women being liberated and having free rights, but with archeology.. This is.. As close as we will EVER get to time travel.. I want my class to be able to see this.. Ability to travel into a time that no longer exists right here..
I have seen history mishandled.. Artifacts destroyed.. Stole, cultures misrepresented, stories that twisted it to be convenient narratives. Too often, History is told by those who found the treasures of history and presented it appropriately, not present it in a way that’s convenient for them.. I want to make sure my students understand not just WHAT we find.. But why it matters and who it belongs to. They wont just learn how to dig, anyone can do that. But they’ll learn how to show respect in every shard.. Every inscription and fossilized bone. And so do the people connected to them.
I want students to walk into my classroom and learn and leave realizing they joined something amazing and make them curious enough to where they will also study to respect history.”
OOC:
History and Archaeology has always been an interesting thing to me. I spend all my time learning about different types of discoveries related to all types of people who have lived and died and left something behind centuries ago and discovering it helps us to realize that yes we are advanced but even for their time they were really advanced.. For example take into account the Antikythera Mechanism, it is an ancient Greek hand powered ****ogue computer, it is the oldest device of its kind. It was designed to predict astronomical positions, eclipse cycles and planetary movements; it could track the timing of their athletic games. And it was constructed in the late 2 century.. Or 205 BC. Which to right now was over 2,229 YEARS AGO. And you may think “well what makes it so special?” The mechanism's complexity was unmatched for over a millennium (which is over 1,000 years.) with similar technology not reappearing until medieval European clocks.
Work out two interactive classes you will host if accepted:
1. In this class students will step into the role of archaeologists on a mock excavation site set up on school grounds. Before we would begin i’d give a briefing on excavation ethics, site preservation, and proper documentation methods.. The dig site will be divided into marked grid squares, each containing different “artifacts” (replicas or crafted items) buried at varying depths students will use brushes, small tools, and documentation sheets to carefully uncover their finds. Each artifact will be part of a larger historical puzzle. Some may contain inscriptions, others will belong to specific “layers” representing different periods. Students will have to record their discoveries, hypothesize about their origin, and work together to piece the story together.
2. In this interactive classroom session, I’ll present students with a series of mysterious artifacts (replica’s, photo’s, descriptions) from real historical sites, including misleading or fake items thrown into the mix. Working in groups, students will examine the items using context clues, inscriptions and their growing archaeological knowledge to determine the purpose, culture of origin, and whether the artifacts are forced or authentic.
Work out a field trip (meaning a class outside school grounds) you will host if accepted:
For this field trip, I'd take the students to an “expedition” set outside of school grounds, transforming an outdoor area such as a park or the beach or forest, into a historical landscape waiting to be rediscovered, before departure i’ll provide the students with expedition kits that include notebooks, measuring tapes, brushes, evidence bags and a map that is marked with grid references, I’ll brief them on excavation ethics, safety, and teamwork protocols, once on location, students will be divided into separate teams, each assigned to a different sector of the lost settlement, throughout the area, I will have placed buried or hidden replica’s, inscriptions, pottery shards and other crafter artifacts. All connected to a fictional civilization with a detailed backstory. Some clues will be intentionally subtle or fragmented requiring students to document everything carefully.
SCENARIO SECTION
Your character would encounter a group of college jocks surrounding a bobcat jock, what would your character do? If my character were to encounter a group of jocks surrounding a bobcat jock, i would approach and position my character in a way that shows authority as a professor, intervening to de-escalate the situation, she’d likely use firm but controlled language to break the crowd up, reminding them of the school rules and consequences, and providing a safe way fro the bobcat jock to safely exit.
Your character would be supervising detention, one of the students constantly disturbs by asking stupid questions, what would your character do? Professor Jones, would address the behaviour calmly but firmly, using her authority as a professor to re-establish order without escalating the situation more. She would give the student a verbal warning, making it clear that disruption would have further consequences.
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? If Jones was hosting a class and the disruptions continued, she would address the group with a verbal warning, stopping the lesson momentarily to make it clear that such behavior isn’t acceptable in her classroom, if they continued to play music she would ask them to put their phones on her desk and they would receive them 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? If she was walking the school grounds and saw a fight she would step into the fight breaking it up as she didn’t want students wasting their time on something momentarily..
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?
Professor Arizona Jones is a woman who stands out the moment she is seen, she stands at 5’5 with a lean, athletic build, her presence carries the confidence of someone who’s seen the world far beyond any classroom, Her sun kissed skin slightly weathered heels and ever present satchel hint at the years she spent trekking through the deserts ruins and excavation sites. Her dark brown hair is usually loose and long.. Her sharp, amber eyes miss little, her gaze calming and relaxing.. Her attire blends practicality with personality, a button up shirt. Rolled up sleeves a brown jacket and a fedora.
What makes arizona unique is she bridges academic precision with adventure, she isn’t a lecturer chained to textbooks; she treated archaeology as something living, breathing, thrilling, Her teaching methods are hands on, immersive, she views history not as a set of dates but as mystery waiting to be solved.. And she trains her students to become explorers of knowledge rather than passive recipients.
Her outlook on students is rooted with respect and expectation, she sees them as capable thinkers, not just kids you lecture at, She encourages curiosity and independence, rewarding those who ask questions and challenge ideas, but she values discipline and focus, If a student causes trouble, she doesn’t call them out, she’ll redirect them and remind them that greatness requires responsibility. Her goal is to ignite a spark in them: to make them see the past as something they can actively uncover, not something distant and boring. When it comes to other teachers.. She views them as friends; she believes that education is strongest when different subjects and departments work together.
Describe how your character ended up becoming a teacher and their previous life. It is optional to include earlier life but recommended.
Make sure this is over 100 words.
“If you told me years ago that i’d end up teaching instead of trekking through ruins, I would have probably laughed and just went on about my day.. I was raised on the road. Maps spread across the dash.. Sand in my boots and socks.. Ugh I hate that feeling to this day.. Seeing ancient languages carved on stone corridors.. My parents were historians and explorers, while other kids were worrying about homework, I was sketching temple carvings and learning to handle artifacts like nobody’s business.
When I got older, I pursued archaeology and anthropology at university, but books were never enough, SO i spent years working in the field, traveling from one site to the next, from the mediterranean coasts to remote jungles.. And dry deserts.. I chased myths, translated inscriptions that hadn’t been read in centuries, and held pieces of history in my hands that had been long forgotten. But.. along the way I started noticing that knowledge was being kept locked away in academic towers, only a few ever got to experience that spark like I got to.
That didn’t sit right with me, I don't want history to be something distant and dusty i want it to be alive.. So I bit the bullet and made the choice to bring the adventure to a classroom.. Teaching gave me the chance to hand that spark to others, to watch students light up the way I did when I first uncovered the past.”
IN-CHARACTER SECTION
1 - PERSONAL DATA
Full Name:
Arizona Elise Jones
Title (Mr, Mrs, Miss):
Ms. Jones
Given Name(s):
Arizona Mae
Preferred Name:
Jones
Age:
28
Gender & pronouns:
She/Her
Religious Denomination:
I've spent.. most my life walking through the ruins of civilization's that lived, believed and worshipped thousands of years before any of us were born. I've stood under temples carved into moutains.. Traced prayers etched into stone, and uncovered artifacts meant to honor gods whose names have been long forgotten. What I've learned is this.. belief is as old as humanity itself, and every culture has searched for meaning in it's own way..
I don't claim to have all the answers. I've seen too much history, too many interpretations of the divine, to say that one belief is right and the others are wrong. I respect faith deeply, it's one of the most powerful forces in human history, but I myself stand somewhere between certainty and doubt.. I believe there's something bigger than us, but i don't pretend to know exactly what it is. That's why I'm agnostic.. Because i value truth, evidence and honest questioning over blind certainty.
Marital Status:
Single, I’ve never had time for romance.
Nationality:
American
Current Location:
Karakura
SECTION 2: Academic Details
Teaching Experience (# of years): 3
Working Experience (# of years): 8
Academic Degree: I have a masters in Archaeology & Anthropology
Year of Graduation: 2022
Major(s): Archaeology & Anthropology
Minors: History, Classical Studies
Native Languages: English
Other Languages: Japanese, Latin, Italian,
Preferred Teaching Subject: Archaeology
Extra
Additional notes about your application (if any): none
What is your Minecraft username?: Yungwoman
What is your time zone?: CST
What is your discord username? (eg @muffincats) Glowybug_
Link all previous applications you made on the server:
https://schoolrp.net/threads/yungwomans-other-application.82998/
https://schoolrp.net/threads/yungwomans-ban-appeal.85157/
REMOVE
Out-Of-Character Information What is your Minecraft username?: Yungwoman Do you have Discord (If so, what is your discord username?): Glowybug_ How old are you? (Optional): N/A What is your time zone?: CST Describe your activity on the server: I'm getting more active as the days go on! Do...
schoolrp.net
Describe your activity on SchoolRP: I am consistently active on SRP, logging in multiple times throughout the day and the week to engage in a variety of colorful rp scenarios. I try to actively seek out opportunities to interact with other players of the server. I love attending any events and or related activities on the server as to which I can participate in. When it comes to a roleplay scenario I do my best to make it feel as lively as I possibly can! I’m not the best at it but certainly try!
Describe your roleplay experience with SchoolRP and other roleplay networks in general: My experience on SRP has been very extensive, varied and evolving over the time that i have been on the server, I’ve been immersed in the environments that the server has offered to me personally, I’ve had the joy of participating in daily scenarios that allow me as a player to develop a character that I can truly enjoy playing. I place strong emphasis on the development, continuity and respecting everyone’s story lines. I enjoy making a character that has grown over time after spending time with people who could impact my characters positively, or negatively, it’s a joy as it’s always random and not a set path that is determined prior to making such a character.
Now that doesn’t mean everything is a random event that just happens. Yes, I have had and currently still do like to make planned RP that doesn’t have a determined outcome, but it allows me to integrate that rp into existing ones over time..
What are your current roles on SchoolRP:
I actively hold two roles, that allow me to engage with different aspects of the community, my primary role is a college student Bachelor, aged 19, which enables me to participate in more mature roleplay settings and interact with professors and fellow college students
In addition to that I also have a grade 12 who’s 18, this also gives me the chance to experience the perspective of a Senior high school student who can be reckless and do dumb and stupid things as they prepare to transition into an adult environment.
What is the subject you want to teach?:
What I would like to teach Archaeology. My goal is to bring history back to life by introducing discoveries and adventures that shape our understanding of ancient civilizations.. Archaeology isn’t just digging, it’s uncovering stories that we could possibly be walking right on top of in our everyday life! Piecing together fragments of a time forgotten and understanding how we as humans evolved through the ages.
I want to create a balance between structured academic learning and immersive hands-on activities. This might simulate excavations, ****yzing artifacts, puzzles from a time forgotten and interactive lectures. Encouraging the students to actively present questions and I hope to spark curiosity.
TRIVIA SECTION
What is your motivation for becoming a professor?:
IC:
“Reason for.. Being a professor..? Knowledge belongs to everyone.. Not locked away in some dusty archive, or forgotten under centuries of sand or dirt but alive. Out there.. Beneath layers of earth and ruin.. There is a past that is calling to us.. It wants to befound.. It wants us to learn about who did what on a specific day.. I have crossed deserts under the blistering sun.. waded through swamps that have years of history.. Brushed dirt from artifacts that have been long, long, long forgotten.. Stood in the shadows of temples that haven't seen light in thousands of years.. Holding fragments of lives that shaped the world we walk through today.. The greatest thrill isn't the discovery.. It’s watching how the student reacts to that history..
Archaeology isn’t just.. Some facts and dates.. It’s a mystery, it’s dangerous to find yes but.. People have asked the question if you could go anytime in the past where would you go? Some to dinosaurs.. Some to see women being liberated and having free rights, but with archeology.. This is.. As close as we will EVER get to time travel.. I want my class to be able to see this.. Ability to travel into a time that no longer exists right here..
I have seen history mishandled.. Artifacts destroyed.. Stole, cultures misrepresented, stories that twisted it to be convenient narratives. Too often, History is told by those who found the treasures of history and presented it appropriately, not present it in a way that’s convenient for them.. I want to make sure my students understand not just WHAT we find.. But why it matters and who it belongs to. They wont just learn how to dig, anyone can do that. But they’ll learn how to show respect in every shard.. Every inscription and fossilized bone. And so do the people connected to them.
I want students to walk into my classroom and learn and leave realizing they joined something amazing and make them curious enough to where they will also study to respect history.”
OOC:
History and Archaeology has always been an interesting thing to me. I spend all my time learning about different types of discoveries related to all types of people who have lived and died and left something behind centuries ago and discovering it helps us to realize that yes we are advanced but even for their time they were really advanced.. For example take into account the Antikythera Mechanism, it is an ancient Greek hand powered ****ogue computer, it is the oldest device of its kind. It was designed to predict astronomical positions, eclipse cycles and planetary movements; it could track the timing of their athletic games. And it was constructed in the late 2 century.. Or 205 BC. Which to right now was over 2,229 YEARS AGO. And you may think “well what makes it so special?” The mechanism's complexity was unmatched for over a millennium (which is over 1,000 years.) with similar technology not reappearing until medieval European clocks.
Work out two interactive classes you will host if accepted:
1. In this class students will step into the role of archaeologists on a mock excavation site set up on school grounds. Before we would begin i’d give a briefing on excavation ethics, site preservation, and proper documentation methods.. The dig site will be divided into marked grid squares, each containing different “artifacts” (replicas or crafted items) buried at varying depths students will use brushes, small tools, and documentation sheets to carefully uncover their finds. Each artifact will be part of a larger historical puzzle. Some may contain inscriptions, others will belong to specific “layers” representing different periods. Students will have to record their discoveries, hypothesize about their origin, and work together to piece the story together.
2. In this interactive classroom session, I’ll present students with a series of mysterious artifacts (replica’s, photo’s, descriptions) from real historical sites, including misleading or fake items thrown into the mix. Working in groups, students will examine the items using context clues, inscriptions and their growing archaeological knowledge to determine the purpose, culture of origin, and whether the artifacts are forced or authentic.
Work out a field trip (meaning a class outside school grounds) you will host if accepted:
For this field trip, I'd take the students to an “expedition” set outside of school grounds, transforming an outdoor area such as a park or the beach or forest, into a historical landscape waiting to be rediscovered, before departure i’ll provide the students with expedition kits that include notebooks, measuring tapes, brushes, evidence bags and a map that is marked with grid references, I’ll brief them on excavation ethics, safety, and teamwork protocols, once on location, students will be divided into separate teams, each assigned to a different sector of the lost settlement, throughout the area, I will have placed buried or hidden replica’s, inscriptions, pottery shards and other crafter artifacts. All connected to a fictional civilization with a detailed backstory. Some clues will be intentionally subtle or fragmented requiring students to document everything carefully.
SCENARIO SECTION
Your character would encounter a group of college jocks surrounding a bobcat jock, what would your character do? If my character were to encounter a group of jocks surrounding a bobcat jock, i would approach and position my character in a way that shows authority as a professor, intervening to de-escalate the situation, she’d likely use firm but controlled language to break the crowd up, reminding them of the school rules and consequences, and providing a safe way fro the bobcat jock to safely exit.
Your character would be supervising detention, one of the students constantly disturbs by asking stupid questions, what would your character do? Professor Jones, would address the behaviour calmly but firmly, using her authority as a professor to re-establish order without escalating the situation more. She would give the student a verbal warning, making it clear that disruption would have further consequences.
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? If Jones was hosting a class and the disruptions continued, she would address the group with a verbal warning, stopping the lesson momentarily to make it clear that such behavior isn’t acceptable in her classroom, if they continued to play music she would ask them to put their phones on her desk and they would receive them 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? If she was walking the school grounds and saw a fight she would step into the fight breaking it up as she didn’t want students wasting their time on something momentarily..
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?
Professor Arizona Jones is a woman who stands out the moment she is seen, she stands at 5’5 with a lean, athletic build, her presence carries the confidence of someone who’s seen the world far beyond any classroom, Her sun kissed skin slightly weathered heels and ever present satchel hint at the years she spent trekking through the deserts ruins and excavation sites. Her dark brown hair is usually loose and long.. Her sharp, amber eyes miss little, her gaze calming and relaxing.. Her attire blends practicality with personality, a button up shirt. Rolled up sleeves a brown jacket and a fedora.
What makes arizona unique is she bridges academic precision with adventure, she isn’t a lecturer chained to textbooks; she treated archaeology as something living, breathing, thrilling, Her teaching methods are hands on, immersive, she views history not as a set of dates but as mystery waiting to be solved.. And she trains her students to become explorers of knowledge rather than passive recipients.
Her outlook on students is rooted with respect and expectation, she sees them as capable thinkers, not just kids you lecture at, She encourages curiosity and independence, rewarding those who ask questions and challenge ideas, but she values discipline and focus, If a student causes trouble, she doesn’t call them out, she’ll redirect them and remind them that greatness requires responsibility. Her goal is to ignite a spark in them: to make them see the past as something they can actively uncover, not something distant and boring. When it comes to other teachers.. She views them as friends; she believes that education is strongest when different subjects and departments work together.
Describe how your character ended up becoming a teacher and their previous life. It is optional to include earlier life but recommended.
Make sure this is over 100 words.
“If you told me years ago that i’d end up teaching instead of trekking through ruins, I would have probably laughed and just went on about my day.. I was raised on the road. Maps spread across the dash.. Sand in my boots and socks.. Ugh I hate that feeling to this day.. Seeing ancient languages carved on stone corridors.. My parents were historians and explorers, while other kids were worrying about homework, I was sketching temple carvings and learning to handle artifacts like nobody’s business.
When I got older, I pursued archaeology and anthropology at university, but books were never enough, SO i spent years working in the field, traveling from one site to the next, from the mediterranean coasts to remote jungles.. And dry deserts.. I chased myths, translated inscriptions that hadn’t been read in centuries, and held pieces of history in my hands that had been long forgotten. But.. along the way I started noticing that knowledge was being kept locked away in academic towers, only a few ever got to experience that spark like I got to.
That didn’t sit right with me, I don't want history to be something distant and dusty i want it to be alive.. So I bit the bullet and made the choice to bring the adventure to a classroom.. Teaching gave me the chance to hand that spark to others, to watch students light up the way I did when I first uncovered the past.”
IN-CHARACTER SECTION
1 - PERSONAL DATA
Full Name:
Arizona Elise Jones
Title (Mr, Mrs, Miss):
Ms. Jones
Given Name(s):
Arizona Mae
Preferred Name:
Jones
Age:
28
Gender & pronouns:
She/Her
Religious Denomination:
I've spent.. most my life walking through the ruins of civilization's that lived, believed and worshipped thousands of years before any of us were born. I've stood under temples carved into moutains.. Traced prayers etched into stone, and uncovered artifacts meant to honor gods whose names have been long forgotten. What I've learned is this.. belief is as old as humanity itself, and every culture has searched for meaning in it's own way..
I don't claim to have all the answers. I've seen too much history, too many interpretations of the divine, to say that one belief is right and the others are wrong. I respect faith deeply, it's one of the most powerful forces in human history, but I myself stand somewhere between certainty and doubt.. I believe there's something bigger than us, but i don't pretend to know exactly what it is. That's why I'm agnostic.. Because i value truth, evidence and honest questioning over blind certainty.
Marital Status:
Single, I’ve never had time for romance.
Nationality:
American
Current Location:
Karakura
SECTION 2: Academic Details
Teaching Experience (# of years): 3
Working Experience (# of years): 8
Academic Degree: I have a masters in Archaeology & Anthropology
Year of Graduation: 2022
Major(s): Archaeology & Anthropology
Minors: History, Classical Studies
Native Languages: English
Other Languages: Japanese, Latin, Italian,
Preferred Teaching Subject: Archaeology
Extra
Additional notes about your application (if any): none
Last edited:
