Out-Of-Character Information
What is your Minecraft username?
I will be applying with ilovemyplanex2, HOWEVER I have an alternate account named iluvarcadegannon.
What is your discord username?
ilovemyplane
What is your time zone?
EST!
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):
ilovemyplane's roles!
What is your Minecraft username?
I will be applying with ilovemyplanex2, HOWEVER I have an alternate account named iluvarcadegannon.
What is your discord username?
ilovemyplane
What is your time zone?
EST!
Link(s) to any previous applications on the server:
ACCEPTED.
Accepted - PSYCHIATRIST | ilovemyplanex2’s Application
IGN (In-Game Name): ilovemyplanex2 Do note that ilovemyplane was my old main, but it will not be mentioned beyond the applications. What is your discord username? ilovemyplane Describe your activity on the server: As someone who just freshly graduated out of high school, I have quite a lot...
schoolrp.net
Accepted - Tutor Application | kiryucrisis (REPOST!)
Out-Of-Character Information What is your Minecraft username?: Ilovemyplanex2 is my main account, however I am applying with kiryucrisis! Do you have Discord (If so, what is your discord username?): ilovemyplane How old are you? (Optional): 20! What is your time zone?: EST, but this may...
schoolrp.net
DENIED.
- KARAKURA POLICE OFFICER APPLICATION || ilovemyplane -
Out-Of-Character (OOC) Section IGN (In-Game Name): ilovemyplane Discord Name & Tag: the sewer rat guy#4200 Previous bans: I have no previous bans. Describe your activity on the server: I am usually extremely active unless OOC matters catch up to me, especially on weekends. Which...
schoolrp.net
Denied - PROFESSOR APPLICATION | ilovemyplanex2
/\___/\ ꒰ ˶• ༝ - ˶꒱ ./づᡕᠵ᠊ᡃ࡚ࠢ࠘ ⸝່ࠡࠣ᠊߯᠆ࠣ࠘ᡁࠣ࠘᠊᠊°.~♡︎ OOC SECTION What is your Minecraft username?: ilovemyplanex2 What is your time zone?: EST What is your discord username? ilovemyplane Link all previous applications you made on the server...
schoolrp.net
Denied - ilovemyplanex2 | JUDGE APPLICATION
PLAYER INFORMATION In-game Name: ilovemyplanex2 Discord Tag: ilovemyplane Do you have a working microphone?: That I do! Though I don’t usually voice chat with people I’m not familiar with, but for this (and other factions) I’m willing to work past that! Timezone & Country: EST, U. S. A...
schoolrp.net
Denied - ogplanelover | Shrine Priest Application
IGN (In-Game Name): The account I am applying with is ogplanelover, my main account is ilovemyplanex2! What is your discord username?: ilovemyplane What is your timezone?: EST Describe your activity on the server: As of late, my activity on the server has been quite prominent! I've been...
schoolrp.net
Denied - Tutor Application | kiryucrisis
Out-Of-Character Information What is your Minecraft username?: Ilovemyplanex2 is my main account, however I am applying with kiryucrisis! Do you have Discord (If so, what is your discord username?): ilovemyplane How old are you? (Optional): 19! What is your time zone?: EST, but this may...
schoolrp.net
Denied - ilovemyplanex2 | Judge Application; Second Attempt
PLAYER INFORMATION In-game Name: Ilovemyplanex2 is the account I am applying on, however I do have an alternate account called kiryucrisis! Discord Tag: ilovemyplane Timezone: EST, but this is bound to change in the future. Links to any current & past applications (Spoiler them): It...
schoolrp.net
What are your current roles on the server? (If you're college, specify your degree level):
ilovemyplane's roles!
| Isamu Nishimura | Volya Đoàn-Stark | Reno K. MacAlasdair, Noelle Sharif | 'Artemis' Stark-Shinzō | Isya Temenova | Lyuba MacAlasdair | Mèngyáo Ðoàn, Tallulah Darling-Stark | Wolfram von Moltke | Arcade Iglesias-Harper | Vy Tuyếtnhung Đoàn-Stark |
| College B | Adult | Grade 12 | Cat | Grade 8 | Grade 10 | Grade 12 | Grade 12 | Grade 12 | Grade 10 |
I'd appreciate it I kept my adult and college roles when getting the professor role, with the professor being on my primary slot, the adult the secondary one, and the college tag the third. With that in mind, Reno would be replaced with the last-mentioned tag as reference, while Isamu would be the second, and Volya the first.
iluvarcadegannon's roles!
| Valentin Al-Najjar | Masahiro Tsujimoto |
| Grade 12 | Grade 12 |
Describe your activity and roleplay experience on the server:
My current activity depends on my work and personal schedule, as I tend to be online later in the day (EST) depending on when my shift ends. While my weekly schedule is unpredictable, I am able to keep up consistently playing on the server for at least a handful of hours per day.
As for my roleplay experience, it’s been a long road. If we go down to the first basics, I started on the server in late 2022. I wasn’t the best writer, much like most when they first started out, but I kept at it until I managed to gather more attention than just a small group. From then on, I started participating more in the server and even managed to get into the crime faction, on top of EMS a couple years later as my first “official” faction! It's been a while since I last was involved in such a thing, but I’m willing to give returning to it a shot..
In your own words, why do you think professors are important to SchoolRP?
Professors are important to SchoolRP because, much like their teacher counterparts, they do pass intelligence on to the next generation - alongside things that they will/may need to know in their futures. Education is important no matter the age of the student, and university simply provides that in a more complicated format. Professors help push this along and ensure their students are well enough off to move into the next stage of their life. Whether that’s a career or something else, anyone who decides to take on university has enough credentials to make up for what they’re doing in life.
While professors may end up teaching smaller classes due to how some students are about skipping classes in character, their role is no less important. Beyond teaching and encouraging those who attend classes, this particular role can also be influential on those who need guidance. It may not be in their direct job description, but they get it done - typically well if all sails smoothly.
Do you acknowledge that if you are inactive, you may face demotion or removal from the faction?
I acknowledge this fact.
Do you understand if your application is accepted, you may have to undergo professor training?:
I am aware of this and accept it!
In-Character Information
Do note that this application will be in roleplay based format. Anything with an asterisk (*) beside the question will not be answered as such.
What's your character's full name?
Settling himself into the chair in front of you - his cane and briefcase resting aside, gloved hands making their home on his lap - the man wasted no time in answering the question provided. “Volya Đoàn-Stark. Or, preferably, just Stark in the workplace and beyond.”
Age (Minimum is 27):
“I was born on January 21st, 1990. So that makes me thirty-six as of this year.” Not as old as some who worked here, but old enough.
Nationality:
Stark adjusted a clip in his hair before speaking, his voice that same deadpan tone. “Japanese, but I am an immigrant here. I was born in Russia.”
Preferred Subject: *
Science, specifically astrobiology.
I would prefer if astrobiology was labeled as the subject under the Science section if that is how the roster works!
Describe the character: How do they look and act? What makes them unique and different? *
Fitting into what he considered the “ordinary” boxes was something practically impossible for Stark, as he was quite striking to even just observe. Blue, curly hair made its way down to his waist in a rather messy fashion - silver clips holding steadfast to the strands. Not only that, but the man wore earrings. Yes, actual earrings. Both were shaped as a cross with a circle nearest his ear, yet they seemed a bit old. Maybe not enough to appear neglected, but old nonetheless.
As for his face, that was another story - sure, it was weathered and scarred from many past incidents. That was normal for a Stark of his reputation, but it still forced him to stand out to a significant degree. Yet the freckles that adorned the skin they could reach made him seem softer - those mismatched, rather tired looking eyes only adding to it. If you ignored the rather chronically deadpan expression, at least.
Beyond his facial features, the man typically went big or went home with his fashion choices. A suit was typically worn when he went to work - his Regency era styled one, that is. Or on days where he didn’t feel like that was something he wanted to take as much time getting ready, Volya chose a more casual attire. Though that didn’t happen often.
His personality is what seems to shine the most though - well, to those who managed to make it so they were on his good side. Wonderfully talented with children, Volya seems to be rather patient with the lot of them despite his social awkwardness. While he may not extend the same to adults, he isn’t the kind of man who causes that to get in the way of his work. Being a father to many, they have taught him this much and will continue to do so. Mistakes are mistakes, and his view of that is to move on with life and keep pushing. If that means encouraging the younger people in his life with such, then he will.
Pictures of Stark in his casual attire vs work/formal wear! Both are taken in PMC, as you can tell.
What are their plans for the future? Optionally, what is their past? *
His plans for the future are quite simple, really. All Stark wants is for his children, students or his own, to end up well in life and manage to push beyond whatever expectations they have. Within his own life, the man wants to make a positive impact from here on out even with how brash he can seem at times. While Stark may not be the most popular person in Karakura, that doesn’t matter to him. Just as long as he makes some sort of impact, he’s happy with it.
When it comes to his past and how that affects his current state, it’s been extremely messy. His childhood is who shaped the man he is now, and if you ask an average Karakuran, the responses vary. Bias, nonetheless, remains firm with any party - regardless of if they love or hate him. Despite his own history, Stark still decides to push forward for his own sake as well as his children, above all else. His husband counts as motivation here, and frankly he wouldn’t be as far as he is now without any of them. Maybe staying attached was its own blessing.
What is their outlook on students and their co-workers? *
Stark’s outlook on his students is surprisingly optimistic - as he prefers to work with them rather than against them. Surely, he won’t always agree with their methods, but so long as the child is safe and not causing problems to others? Stark will do his best to push them to his best ability while still assisting them.
Meanwhile, with his coworkers? He has a respect for them naturally, but some others who he’s known for a while tend to see that shown more often than not. Given how Stark’s emotions are hidden behind his sleeve as best he can do so, it’s difficult to tell how exactly he feels about said coworker unless it’s through his actions. So it’s really a matter of having a bird’s eye view, as some may say.
What is their motivation for becoming a professor?: *
This is frankly one of the easiest questions to answer, but it has two distinct answers.
The first comes the obvious! Stark adores the younger generation, as shown by his (hoard of) children who are either legally his or have attached themselves to him regardless. Above all, he wants to make sure they have the best future they can, even if his current academic focus will likely be a more niche subject. That doesn’t mean he will spend less time in a student’s life if they need his help or a place where they feel safe. As long as Stark doesn’t cause them to feel unsafe or unheard, that’s all he really cares for.
The second one is just as obvious as the first if you know the man to a decent degree. His interest in astrobiology was what led him to getting a PhD in the first place - even if it wasn’t a leading major. Stark had to go to a different university within Tokyo to even get into their offered program that went over the subject. While you would expect him to major in Journalism, that was the exact opposite of what he brought to the table - molecular biology and astrobiology being his two main focuses within college, alongside robotics of course. A well versed man in science, surely, and his knowledge is what he wants to pass on. Astrobiology is his focus while working at Karakura Community College, however.
Do note that this application will be in roleplay based format. Anything with an asterisk (*) beside the question will not be answered as such.
What's your character's full name?
Settling himself into the chair in front of you - his cane and briefcase resting aside, gloved hands making their home on his lap - the man wasted no time in answering the question provided. “Volya Đoàn-Stark. Or, preferably, just Stark in the workplace and beyond.”
Age (Minimum is 27):
“I was born on January 21st, 1990. So that makes me thirty-six as of this year.” Not as old as some who worked here, but old enough.
Nationality:
Stark adjusted a clip in his hair before speaking, his voice that same deadpan tone. “Japanese, but I am an immigrant here. I was born in Russia.”
Preferred Subject: *
Science, specifically astrobiology.
I would prefer if astrobiology was labeled as the subject under the Science section if that is how the roster works!
Describe the character: How do they look and act? What makes them unique and different? *
Fitting into what he considered the “ordinary” boxes was something practically impossible for Stark, as he was quite striking to even just observe. Blue, curly hair made its way down to his waist in a rather messy fashion - silver clips holding steadfast to the strands. Not only that, but the man wore earrings. Yes, actual earrings. Both were shaped as a cross with a circle nearest his ear, yet they seemed a bit old. Maybe not enough to appear neglected, but old nonetheless.
As for his face, that was another story - sure, it was weathered and scarred from many past incidents. That was normal for a Stark of his reputation, but it still forced him to stand out to a significant degree. Yet the freckles that adorned the skin they could reach made him seem softer - those mismatched, rather tired looking eyes only adding to it. If you ignored the rather chronically deadpan expression, at least.
Beyond his facial features, the man typically went big or went home with his fashion choices. A suit was typically worn when he went to work - his Regency era styled one, that is. Or on days where he didn’t feel like that was something he wanted to take as much time getting ready, Volya chose a more casual attire. Though that didn’t happen often.
His personality is what seems to shine the most though - well, to those who managed to make it so they were on his good side. Wonderfully talented with children, Volya seems to be rather patient with the lot of them despite his social awkwardness. While he may not extend the same to adults, he isn’t the kind of man who causes that to get in the way of his work. Being a father to many, they have taught him this much and will continue to do so. Mistakes are mistakes, and his view of that is to move on with life and keep pushing. If that means encouraging the younger people in his life with such, then he will.
Pictures of Stark in his casual attire vs work/formal wear! Both are taken in PMC, as you can tell.
What are their plans for the future? Optionally, what is their past? *
His plans for the future are quite simple, really. All Stark wants is for his children, students or his own, to end up well in life and manage to push beyond whatever expectations they have. Within his own life, the man wants to make a positive impact from here on out even with how brash he can seem at times. While Stark may not be the most popular person in Karakura, that doesn’t matter to him. Just as long as he makes some sort of impact, he’s happy with it.
When it comes to his past and how that affects his current state, it’s been extremely messy. His childhood is who shaped the man he is now, and if you ask an average Karakuran, the responses vary. Bias, nonetheless, remains firm with any party - regardless of if they love or hate him. Despite his own history, Stark still decides to push forward for his own sake as well as his children, above all else. His husband counts as motivation here, and frankly he wouldn’t be as far as he is now without any of them. Maybe staying attached was its own blessing.
What is their outlook on students and their co-workers? *
Stark’s outlook on his students is surprisingly optimistic - as he prefers to work with them rather than against them. Surely, he won’t always agree with their methods, but so long as the child is safe and not causing problems to others? Stark will do his best to push them to his best ability while still assisting them.
Meanwhile, with his coworkers? He has a respect for them naturally, but some others who he’s known for a while tend to see that shown more often than not. Given how Stark’s emotions are hidden behind his sleeve as best he can do so, it’s difficult to tell how exactly he feels about said coworker unless it’s through his actions. So it’s really a matter of having a bird’s eye view, as some may say.
What is their motivation for becoming a professor?: *
This is frankly one of the easiest questions to answer, but it has two distinct answers.
The first comes the obvious! Stark adores the younger generation, as shown by his (hoard of) children who are either legally his or have attached themselves to him regardless. Above all, he wants to make sure they have the best future they can, even if his current academic focus will likely be a more niche subject. That doesn’t mean he will spend less time in a student’s life if they need his help or a place where they feel safe. As long as Stark doesn’t cause them to feel unsafe or unheard, that’s all he really cares for.
The second one is just as obvious as the first if you know the man to a decent degree. His interest in astrobiology was what led him to getting a PhD in the first place - even if it wasn’t a leading major. Stark had to go to a different university within Tokyo to even get into their offered program that went over the subject. While you would expect him to major in Journalism, that was the exact opposite of what he brought to the table - molecular biology and astrobiology being his two main focuses within college, alongside robotics of course. A well versed man in science, surely, and his knowledge is what he wants to pass on. Astrobiology is his focus while working at Karakura Community College, however.
Roleplay Scenarios
The characters mentioned in the below scenarios are NOT mine. Izaya Nishimura belongs to shadowis/wasanerd, while Cosette Floquette belongs to ilovemyashbeex2. I was given permission to use them both in the first two scenarios.
A jock is ignoring your lesson and throwing paper balls at another student, what would your character do?
Discussing such topics deserves attention to detail - and if you aren’t into it, why stay?
A motto that Stark repeated, even to himself, whenever he could. Surely a disruptive student would make a decent example of such. Yet, despite this thought, he knew that simply threatening to kick them out without prior notice was not only going to reflect poorly on himself, but possibly discourage the student from returning. Which he wanted to avoid, like any sane person would.
A sigh left his lips as he grasped the cane from beside the desk he had been standing at, using it to steady himself before speaking.
“Izaya, quit it. I was under the assumption you were on track, not basketball.” A pause as Stark brought his hand up to adjust his hearing aid, turning the volume up just a tad. “Regardless, that paper is intended to take notes on. Not only is this a subject that deserves such, but causing a disruption to both yourself and anyone else around you doesn’t work as well as you’d hope. Now, make sure to throw that away and get back to it.”
Hopefully, that would encourage the younger man to “lock in”, as some may call it, and stop with his mischievous behavior. Though Stark knew not every kid was the same - some may listen to corrections, while others flat out ignore them. Which was the exact reason why he kept an eye on his students, especially Nishimura from here on out.
A student doesn’t seem to understand the material, yet hasn’t requested help, what would your character do?
Well, that’s a position he could sympathize with! His own stubbornness had caused issues for him in the past, and frankly, Stark didn’t want that to repeat with another student. This chance had given him the perfect opportunity to be able to be there for one of the students, and maybe encourage others to confide in him as well should they need it.
Maneuvering his way around the desk, ensuring that the other students were doing their assigned coursework, Stark made his way slowly to the struggling student. He scanned their paper, then glanced back at them - oh, it was Cosette Floquette.
Well, that explained it. She always had been somewhat stubborn, even with him, but that didn’t mean he wouldn’t offer her some type of assistance.
‘You know, you don’t have to do this alone. What’s causing you issues?’ Stark’s voice was lowered, as per usual with certain students. When Floquette gestured at what had been causing her problems, the man let out a hum as he walked her through it. Astrobiology wasn’t the easiest subject, and he didn’t mind trying to help any of his students. Floquette being just one of many.
When they had worked through the paper - with Floquette answering each in her own words, Stark pushing her but not giving the direct answer - the man gave a satisfied hum and nodded. ‘Good work, kid. You know me - I’ll always be here if you need it. I don’t bite.’
When in the faculty lounge, how does your character act?
Finally, some kind of break. Surely, the man adored the kids he taught, but everyone needed peace and quiet every now and then.
Stepping into the faculty lounge met him with some familiar faces, some he hadn’t spoken to before, and others completely unfamiliar - a small nod was offered to anyone who cared to greet him, before Stark moved to make himself a cup of coffee. Maybe a way to energize himself instead of relying on his unstable sleeping patterns, or just a way to keep himself busy even in the lounge. Whatever the case may be, Stark ended up with a nice Americano and sat himself down.
While he might not be the most social man with other adults, Stark sure was a decent listener and input what he could - politely, of course. He wasn’t trying to step on the wrong person’s feet today, nor any other day.
Provide at least 2 interactive class ideas and one field trip idea related to your subject
IDEA 1!
Well, astronomy and biology are what both make up this subject - what could be provided as an interactive lesson would be a debate!
Something like you’d see in a courtroom, except the students would be acting as actual scientists that work in the Japan Aerospace Exploration Agency while discussing various planets (or moons!) that could theoretically hold life. One side of the case would be discussing how it’s unlikely that the celestial bodies they are assigned can hold such and provide both the professor and the rest of the class with valid reasons and “evidence” (which is used from previous lessons), while the other would be doing the exact opposite. The debate would be intended to go on for at least a class period, with the next one after being a discussion between Stark and his students! This specific class would need to happen in the second or third period to make it work.
This specific assignment is meant to both provide the students with their own research and debate skills, as well as learning something new from a fellow classmate (assuming they already didn’t know)! At the end of the lesson, the students would be allowed to hold onto whatever they used to make the assignment work and perhaps get varying prizes on who provided the best arguments from each side. Regardless, anyone who participates gets credit for their assignment depending on how well they did!
An OOC side-note! The aforementioned prizes may have to be roleplayed out rather than a physical item unless I have something that can work as one.
IDEA 2!!
Well, everyone’s come to this class for (likely) one similar reason - and that’s to learn about life both on our home planet and beyond. But what if you could make your own planet which could support it?
That’s what this class will be for, actually! Students will be given free rein over their designs and how they present their project so long as it’s at least somewhat realistic with what they have learned before. They can partner up if need be, but there has to be a few ground rules.
Anyone who is in a group or not has to make a document on their respective planet - as a draft if needed, but it’s not a problem if it’s something else. A book will be provided for this!
They must have some reason for life being able to be held on that planet. Regardless of what, it has to stick within what we know of how it forms and sustains itself.
An explanation on the planet itself, as well as how life formed, is preferred! This is written to be involved in the book, if possible, but if it can’t be, asking for another works just fine.
Regardless of what the student ends up making, one thing will remain the same. During the next free period, assuming everyone kept hold of their projects, yet another discussion and presentation would be held!
IDEA 3!!!
You thought it’d just be those two only? Well, clearly not. JAXA focuses on aerospace, which is in the name! How does this tie into astrobiology, though?
Well, there's a simple explanation for that. Both fields complement each other by making it possible to fulfill the other’s goals. You can’t quite make it into space to examine what life is out there without something to make it possible, can you?
During this lesson, students would be encouraged to research what aerospace does for astrobiology - such as how it makes it possible. They would be allowed to use the internet at their disposal (so long as it stayed within topic) while researching, alongside any previous lessons! Their findings would be written in a book provided to them at the start of the lesson.
With their newfound knowledge, they would be assigned to design their own rovers, space telescopes, or even spacecrafts in order to reach a celestial body of their choice - so long as it’s said to possibly hold life. This should be answered in text form, yes, but an actual drawing of their selection should be included if possible! These would be handed in to Stark by the end of the lesson, to where he would allow the students (whoever ended up attending) in the next class to review and discuss the previous one’s work!
FIELD TRIP!!!!
Something most people adore and enjoy! Surely, they may be chaotic, but that’s the fun of it - well, if you’re going anywhere else but the forest, of course!
Upon being given permission by both the shrine and, of course, his boss, Stark would make sure to hold this specific trip earlier on in the day (so during the second period) in order to make the most of what he’s given. The students would be allowed to bring their own devices (anything that can help them with biology itself, as well as actual stargazing should there be time), but those who couldn’t would be provided with such.
Assuming all went well in their arrival, Stark would bring them to the small farm that the shrine upkeeps - as well as that general area. This would be used to collect information on any fauna or flora around the area! At least, earlier on in their trip (with notes being heavily encouraged). During the latter portion, the students would be allowed to use whatever technology they had in order to view the currently viewable celestial bodies to the best of their ability. The only exceptions here being phones, unless approved, of course!
With what the students had ended up finding in the sky, they would end up writing about that as well (in the assignment book)! Then during their next class session, they would be allowed to share what they saw and wrote with the rest of their peers.
This particular field trip is meant to tie into how life has formed on the planet as well as its impact on those who inhabit it, compared to (or even complementing) other potential life in the universe!
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