OOC SECTION
What is your Minecraft username?:
King_Jack (For this character)
Hermit_Jack
Do you have any previous bans/warnings?:
Nope
What is your time zone?:
EST
What is your discord username and discriminator? (e.g. Tippie#6666):
Hermit Jack#5398
Link all previous applications you made on the server:
https://schoolrp.net/threads/detail-rper-seeks-jsl-as-second-language.53569/
https://schoolrp.net/threads/detail-rper-seeks-jsl-as-second-language.53617/
https://schoolrp.net/threads/ign-hermit_jack-minto-t-hasukes-jsl-application.53705/
Describe your activity on SchoolRP:
I am self-employed. I’m typically around my computer to play anywhere from 8pm - 6am EST. Depending on work I’ll very occasionally hop on during a more EST-friendly time, 4pm - 10pm EST.
Describe your roleplay experience with SchoolRP and other roleplay networks in general:
I enjoy slow roll RP and slice of life RP as I develop characters over long periods of time. I like to think that any character I make is unique and engaging in some way. I’ve played “other” minecraft RP servers for 4 years now, and work with them on their tech team as triage. I’ve done everything on that server from leading nations to submitting lore pieces and I doubt you’ll find many, if any, people who haven’t enjoyed RPing with me there. I’ve been slowly moving away from that server in favor of the modern and faster pace setting of SRP. I’ve come to like the sheer amount of people, the texture packs, and the plugins which just make it more enjoyable to me here. Overall it just feels so much more light-hearted and fun.
What are your current roles on SchoolRP:
Minto T. Hasuke - Grade 12. Purposefully skipping college enrollment or adult roles on him to continue to develop him. He’s my only character unless this one becomes accepted.
What is the subject you want to teach?:
Economics! From an OOC perspective, I have taken two associate level college courses (Principles of Microeconomics and Principles of Macroeconomics) in addition to one bachelor level economic course (Intermediate Microeconomic Theory) pertaining to Economics. I have the OOC knowledge for it that I’ll bring to the character, although I’ll be trying to focus upon the more engaging aspects of it that is within the scope of Karakura for RP purposes.
TRIVIA SECTION
What is your motivation for becoming a professor?:
One of my favorite things about the server is the school system and classes here. It’s definitely the highlight for me. My goal on this character is to talk about things I enjoy OOCly while helping to develop or highlight other characters interests and traits. I see teachers and professors on the server being perfect as “support characters” for others, and intend to play my professor character this way. In addition to this, the times I play seem to have little to no teachers or professors, and I’d like to support the server and players by providing a classroom RP option during these lower population times.
Work out two interactive classes you will host if accepted:
1. A one-off lesson would be an open talk about inflation in Karakura. An explanation of inflation followed by an open discussion. Questions such as “does Karakura suffer from inflation?” which can pivot into all sorts of economic topics. “Whether or not inflation is present, is that a bad thing in Karakura?” “How have shop prices changed in Karakura over time? Is this a good or bad thing?”
Dependent upon responses and interest in certain questions, I’d ideally split the class into two groups to have a debate about whichever question or subject pertaining to inflation in Karakura garnered the most interest.
2. "The Economic Way of Thinking" is the title to the first series of interactive classes that I intend to host between the one-off classes like the above. Being a series, its purpose is to span over many classes, but will still be self-contained to each period. I’m making sure you won’t need the previous class to understand the next class just because of how the server works. I expect the series to last at least 10 classes, probably more. However, each lesson will revolve around one of the following three core purposes of the series: What Economics is and isn’t, that Economics helps understand our behavior within Karakura, or that Economics can be applied outside of the class to our everyday lives in Karakura.
I’ll be working out the first lesson of the series for the sake of actually answering the question. A short explanation of scarcity followed by defining Economics as a social science that focuses on the choices people make. This is followed by an example. While the students here may be forced to come to school, and the college students forced to come to class, it’s still everyone’s choice whether or not they participate. I’d then ask some open-ended questions to the class such as which kind of choices they have made recently, if anyone has given up something because of a choice they made, or if anyone can identify a time they had limited choices. Depending on class participation, I’d move onto calling out those who are quiet or not participating and ask them about that choice. Perhaps they’ve a friend they’ve been talking to, some kind of recent drama in their lives, or they just find the subject boring. All of those valid answers, but a choice was still required. A tradeoff of some kind was made and thus they still participated in the Economics of the class. The entire takeaway for the class being that people face tradeoffs and people are required to make choices.
.
Work out a field trip (meaning a class outside school grounds) you will host if accepted:
A bartering class where we travel to the park! Economics must also take into account the geography and local resources of a place. Here we would split into three groups, the “Wheat,” the “Jade,” and the “Iron.” Each group is named after the resource they have, and each group will get 20 units of each resource spread between everyone in the group. Every resource is represented by a book with that resource’s name as the title. You may only barter with these books, no yen or other items on you. Every single person must make one trade. Whichever group has 11 of each individual resource by the end of class wins.
Depending on how this activity goes (participation and interest), the next class would either talk about (1)the bartering system or (2)about the kinds of Economic resources we see in Karakura.
SCENARIO SECTION
Your character would encounter a group of college jocks surrounding a bobcat jock, what would your character do?
If Keyoshi would approach the group of people, it’d be for a purpose and with a look of stern annoyance. Perhaps body language indicated something was off, or off-putting words were exchanged. He’d boom out to ask if everything is okay, furrowed brow moving between each of them. This question didn’t really matter of course, for Keyoshi would almost certainly command them all to split up anyway, giving everyone a warning.
Your character would be supervising detention, one of the students constantly disturbs by asking stupid questions, what would your character do?
He’d tell them to be quiet and stop asking common sense questions. Detention is supposed to be a punishment after all, and he would assume that someone asking such questions certainly needed the punishment for a reason. If he felt it becoming too repetitive and disruptive, he would end up simply ignoring them as a last resort. This would be until they did follow his direction.
Your character would be hosting a class, and a group of cheerleaders keeps on playing songs on the phone and call out other students in the class. What would your character do?
He would call out that music disrupts the lesson for the class in a manner of that of a disappointed dad, probably ignoring any names called out by the cheerleaders themselves. Anyone with a phone in their hand that he sees would be singled out verbally. Assuming he did identify it as the group of cheerleaders, he’d split them up in different seats around the room and ask if they wanted to be in class or not. If it persisted, then detentions or kicks from class would be brought out based on which of them continued.
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?
Upon seeing a fight, he would try to break up the fight verbally by demanding that everyone stop. If a verbal warning to break them up had no effect, he’d immediately radio for backup on the faculty radio and then physically try to pry them apart. He’d continue to do this until they stopped, one of them was isolated from the other, or other faculty was able to arrive to help stop it. Every single student involved in the fight would be given detention.
CHARACTER KNOWLEDGE
Tell us everything you know about the character you will be playing in a few paragraphs. What do 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?
Keyoshi Karu is a balding 5’ 9 American born Japanese man who has made his way back to his older family roots by settling down in Japan with new excitement for the future, even if his stale, outer demeanor doesn’t show it. He’s seen by others externally as a stern man with an innate passion for learning and sharing, typically only opening up and showcasing his passions when it involves these things. This translates into his newfound teaching job, where he seeks to show how school subjects can reach outside the classroom to apply to everyday life. He sees his students as vessels of pure potential who have the ability to impact those around them in big ways, even with the mundane things. He feels he himself can have an impact on whichever place he goes, though those who learn this for themselves may need to get past his tough exterior to understand his intentions. An avid self-improver rooted in his Buddhist beliefs, he would see other teachers as a way to learn more about improving his own classes. Which activities his fellow teachers had the best feedback with or class participation, and adapt accordingly. He’s the type of guy to fix someone’s coffee in the faculty lounge in an act of sharing, though would show no smile.
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.
Ages 1-12
Keyoshi Karu was born in Albany, New York in 1989 to American-born Japanese whose immigrant grandparents had settled there after their voyage through Ellis Island. This was a dual language household, Japanese and English both being spoken. The eldest of one sibling, his sister, who he was two years older than. His childhood was an overall happy middle-class one, save one tragic incident. His extended family, consisting of his grandparents and uncle, shared the same house. His mom would stay at home for a majority of these years, before his dad would die in a railroading work accident while he was the age of 10, causing her to enter the workforce as an elementary school teacher.
Ages 13-18
His teenage years would see him growing up without a dad while attending Albany High School. Through his extended family household, his uncle would come to be his father figure in life. This is something that Keyoshi gladly accepted, and it would come to fruition that the passing of his father wouldn’t have much effect on him, save it being a tragic incident in the past. He stayed single throughout these years of his life, despite the raging hormones, though it wasn’t by his own choice. It’s during this time that he obtained interest in his family’s heritage and background in Japan. Taking high level Japanese language courses in High School to secure his knowledge and understanding of the language. With this, his family would also take yearly vacations across Japan, his grandparents adamant that he learn and experience the ways of their home country.
Ages 19-30
He went to college during this time, garnering his bachelor’s degree in Business at University at Albany through full time studying, though he would work part time at low level marketing jobs he hated. While studying for his Bachelor’s degree in Business, he’d come to realize that he enjoyed the economics side of his classes more than the Business ones. The marketing jobs he held surely influenced this.
He would begin and finish the Master’s program at University at Albany, making the switch from Business to Economics. This period of time was more so focused on his learning than anything, his extended family coming together to support each other within the household. His hobbies which developed included fishing amongst the various rivers and lakes of the areas, and enjoying walks through nature by himself. While he found himself never alone relationship wise during this time, he had always struggled to keep them reeled in for longer than a couple months. If only his fishing skills could match his love life.
His Doctorate’s degree would begin soon after at that same college, graduating from the program at 29. He pursued his doctorate degree in the first place based on his love of learning. It meant something to him to be someone who understood the concepts he latched onto at a high level. This would lead into his discovery of Buddhism as a lifestyle to follow, his Doctorate’s minor in Asian Humanities (which focused upon the region's economics, societies, religions, geography, and culture) playing a large role in this decision. This adoptance of Buddhism led him to take a stance of abstinence within his life, not getting together into any relationships.
Ages 30-33
In his pursuit of growth, he would join a sanctuary in Japan’s mountains and become a Buddhist monk at the age of 30. He would leave behind all material possessions (and hair) for a soul-searching experience, to learn more about himself. This was a deep hindrance to his social skills, however, contributing to that sturdy outside demeanor which he now holds. Two years had passed, and at the age of 32, his time of self reflection had him calling back to his memories growing up. His mother found great self-fulfillment in her teaching job, and he wanted to put his degree to use by following a similar course. From the age of 32 to his current age now, 33, he’s entered himself back into society. Even as his hair has grown out from being a bald monk, he’d have a chuckle at the fact that he was indeed balding, a sure sign of his rising age. He’s decided to stay within Japan, having felt more connected to his Japanese heritage. It is now that he’s set himself up to research openings for teachers within Japan, applying to become a professor in Karakura.
IN-CHARACTER SECTION
(Pretend your character is filling this out, not you, replace the underscores [ _ ] with your answers)
Fill in your answers on the lines ( _____________ )
To tick an 0 cross it or replace it with an X
1 - PERSONAL DATA
Title: Dr. Legal Name: Keyoshi Karu
Birth Date: 10 / 31 / 1989
Preferred Name: Dr. Karu, Karu, Keyo
Phone Number: (030)-921-9744
Gender: X - Male
0 - Female
0 - Other, namely _________
Religious Domination: Buddhist
Marital Status: Single, Unmarried
Nationality: American, Japanese
Current Location: Karakura, Japan
2 - APPLICATION DATA
Preferred teaching subject: Economics
1st choice: Economics 2nd choice: Asian Humanities 3rd choice: English
List other subjects you are qualified to teach: Business
List any activities you are willing to supervise; i.e., clubs, groups, drama, etc.:
Anything related to Business or Economics
3 - PREVIOUS EDUCATION
4 - PROFESSIONAL CAREER - PRESENT SCHOOL (or another place of work, leave empty of not applicable)
Name of School: ___________________ School Type: _____________ Ages: ____________
Address of School: __________________
Date of Appointment: __ / __ / __
Post subjects taught and special responsibilities in the present post (where appropriate):
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
Reason for leaving:
_______________________________________________________________________________________
_______________________________________________________________________________________
5 - PREVIOUS TEACHING EXPERIENCE (leave empty if not applicable)
1.
Post ( Name and type of school): ___________________
Date from: __ / __ / __ Date to: __ / __ / __
Ages Taught: ________
Fulltime or Partime : 0 - Fulltime
0 - Partime
Subjects Taught & Responsibilities:
__________________________________
__________________________________
Reason for leaving:
__________________________________
__________________________________
6 - QUALIFICATIONS
1.
Type of Qualification (Minor, Major, Certification, etc.): (Bachelor's) Major in Business
Obtained on: 2014/05/25
Institution where obtained: University at Albany
2.
Type of Qualification (Minor, Major, Certification, etc.): (Bachelor's) Minor in Economics
Obtained on: 2014/05/25
Institution where obtained: University at Albany
3.
Type of Qualification (Minor, Major, Certification, etc.): (Master's) Major in Economics
Obtained on: 2016/06/13
Institution where obtained: University at Albany
4.
Type of Qualification (Minor, Major, Certification, etc.): (Master's) Minor in Business
Obtained on: 2016/06/13
Institution where obtained: University at Albany
5.
Type of Qualification (Minor, Major, Certification, etc.): (Doctorate's) Major in Economics
Obtained on: 2018/06/05
Institution where obtained: University at Albany
6.
Type of Qualification (Minor, Major, Certification, etc.): (Doctorate's) Minor in Asian Humanities
Obtained on: 2018/06/05
Institution where obtained: University at Albany
7 - CLOSING
Any extra notes about you or your application (if applicable):
__________________________________________________________
__________________________________________________________
__________________________________________________________
Signature:
Dr. Keyoshi Karu Date: 12 / 12 / 2022
What is your Minecraft username?:
King_Jack (For this character)
Hermit_Jack
Do you have any previous bans/warnings?:
Nope
What is your time zone?:
EST
What is your discord username and discriminator? (e.g. Tippie#6666):
Hermit Jack#5398
Link all previous applications you made on the server:
https://schoolrp.net/threads/detail-rper-seeks-jsl-as-second-language.53569/
https://schoolrp.net/threads/detail-rper-seeks-jsl-as-second-language.53617/
https://schoolrp.net/threads/ign-hermit_jack-minto-t-hasukes-jsl-application.53705/
Describe your activity on SchoolRP:
I am self-employed. I’m typically around my computer to play anywhere from 8pm - 6am EST. Depending on work I’ll very occasionally hop on during a more EST-friendly time, 4pm - 10pm EST.
Describe your roleplay experience with SchoolRP and other roleplay networks in general:
I enjoy slow roll RP and slice of life RP as I develop characters over long periods of time. I like to think that any character I make is unique and engaging in some way. I’ve played “other” minecraft RP servers for 4 years now, and work with them on their tech team as triage. I’ve done everything on that server from leading nations to submitting lore pieces and I doubt you’ll find many, if any, people who haven’t enjoyed RPing with me there. I’ve been slowly moving away from that server in favor of the modern and faster pace setting of SRP. I’ve come to like the sheer amount of people, the texture packs, and the plugins which just make it more enjoyable to me here. Overall it just feels so much more light-hearted and fun.
What are your current roles on SchoolRP:
Minto T. Hasuke - Grade 12. Purposefully skipping college enrollment or adult roles on him to continue to develop him. He’s my only character unless this one becomes accepted.
What is the subject you want to teach?:
Economics! From an OOC perspective, I have taken two associate level college courses (Principles of Microeconomics and Principles of Macroeconomics) in addition to one bachelor level economic course (Intermediate Microeconomic Theory) pertaining to Economics. I have the OOC knowledge for it that I’ll bring to the character, although I’ll be trying to focus upon the more engaging aspects of it that is within the scope of Karakura for RP purposes.
TRIVIA SECTION
What is your motivation for becoming a professor?:
One of my favorite things about the server is the school system and classes here. It’s definitely the highlight for me. My goal on this character is to talk about things I enjoy OOCly while helping to develop or highlight other characters interests and traits. I see teachers and professors on the server being perfect as “support characters” for others, and intend to play my professor character this way. In addition to this, the times I play seem to have little to no teachers or professors, and I’d like to support the server and players by providing a classroom RP option during these lower population times.
Work out two interactive classes you will host if accepted:
1. A one-off lesson would be an open talk about inflation in Karakura. An explanation of inflation followed by an open discussion. Questions such as “does Karakura suffer from inflation?” which can pivot into all sorts of economic topics. “Whether or not inflation is present, is that a bad thing in Karakura?” “How have shop prices changed in Karakura over time? Is this a good or bad thing?”
Dependent upon responses and interest in certain questions, I’d ideally split the class into two groups to have a debate about whichever question or subject pertaining to inflation in Karakura garnered the most interest.
2. "The Economic Way of Thinking" is the title to the first series of interactive classes that I intend to host between the one-off classes like the above. Being a series, its purpose is to span over many classes, but will still be self-contained to each period. I’m making sure you won’t need the previous class to understand the next class just because of how the server works. I expect the series to last at least 10 classes, probably more. However, each lesson will revolve around one of the following three core purposes of the series: What Economics is and isn’t, that Economics helps understand our behavior within Karakura, or that Economics can be applied outside of the class to our everyday lives in Karakura.
I’ll be working out the first lesson of the series for the sake of actually answering the question. A short explanation of scarcity followed by defining Economics as a social science that focuses on the choices people make. This is followed by an example. While the students here may be forced to come to school, and the college students forced to come to class, it’s still everyone’s choice whether or not they participate. I’d then ask some open-ended questions to the class such as which kind of choices they have made recently, if anyone has given up something because of a choice they made, or if anyone can identify a time they had limited choices. Depending on class participation, I’d move onto calling out those who are quiet or not participating and ask them about that choice. Perhaps they’ve a friend they’ve been talking to, some kind of recent drama in their lives, or they just find the subject boring. All of those valid answers, but a choice was still required. A tradeoff of some kind was made and thus they still participated in the Economics of the class. The entire takeaway for the class being that people face tradeoffs and people are required to make choices.
.
Work out a field trip (meaning a class outside school grounds) you will host if accepted:
A bartering class where we travel to the park! Economics must also take into account the geography and local resources of a place. Here we would split into three groups, the “Wheat,” the “Jade,” and the “Iron.” Each group is named after the resource they have, and each group will get 20 units of each resource spread between everyone in the group. Every resource is represented by a book with that resource’s name as the title. You may only barter with these books, no yen or other items on you. Every single person must make one trade. Whichever group has 11 of each individual resource by the end of class wins.
Depending on how this activity goes (participation and interest), the next class would either talk about (1)the bartering system or (2)about the kinds of Economic resources we see in Karakura.
- During the game, we had “Wheat,” “Jade,” and “Iron.” The value you put upon each resource changed throughout the game. An abundance of Jade may have had you trade 2 or 3 Jade for 1 Wheat. During the game, everyone was met with Scarcity of some kind since there was a limited amount of resources to satisfy everyone’s wants. How have students bartered for their own needs outside of school, or been met with scarcity?
- During the game, we had “Wheat,” “Jade,” and “Iron.” In Economics, these are examples of land resources. They are natural resources used in the production of goods and services. On a global scale, these land resources provide value of some kind to people. What are some resources, tangible or not, that we find commonly in Karakura which also produce value? How can we as citizens provide value to Karakura? This lesson is meant to highlight how the study of Economics can apply to other areas of our lives in Karakura, and is more thought provoking.
SCENARIO SECTION
Your character would encounter a group of college jocks surrounding a bobcat jock, what would your character do?
If Keyoshi would approach the group of people, it’d be for a purpose and with a look of stern annoyance. Perhaps body language indicated something was off, or off-putting words were exchanged. He’d boom out to ask if everything is okay, furrowed brow moving between each of them. This question didn’t really matter of course, for Keyoshi would almost certainly command them all to split up anyway, giving everyone a warning.
Your character would be supervising detention, one of the students constantly disturbs by asking stupid questions, what would your character do?
He’d tell them to be quiet and stop asking common sense questions. Detention is supposed to be a punishment after all, and he would assume that someone asking such questions certainly needed the punishment for a reason. If he felt it becoming too repetitive and disruptive, he would end up simply ignoring them as a last resort. This would be until they did follow his direction.
Your character would be hosting a class, and a group of cheerleaders keeps on playing songs on the phone and call out other students in the class. What would your character do?
He would call out that music disrupts the lesson for the class in a manner of that of a disappointed dad, probably ignoring any names called out by the cheerleaders themselves. Anyone with a phone in their hand that he sees would be singled out verbally. Assuming he did identify it as the group of cheerleaders, he’d split them up in different seats around the room and ask if they wanted to be in class or not. If it persisted, then detentions or kicks from class would be brought out based on which of them continued.
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?
Upon seeing a fight, he would try to break up the fight verbally by demanding that everyone stop. If a verbal warning to break them up had no effect, he’d immediately radio for backup on the faculty radio and then physically try to pry them apart. He’d continue to do this until they stopped, one of them was isolated from the other, or other faculty was able to arrive to help stop it. Every single student involved in the fight would be given detention.
CHARACTER KNOWLEDGE
Tell us everything you know about the character you will be playing in a few paragraphs. What do 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?
Keyoshi Karu is a balding 5’ 9 American born Japanese man who has made his way back to his older family roots by settling down in Japan with new excitement for the future, even if his stale, outer demeanor doesn’t show it. He’s seen by others externally as a stern man with an innate passion for learning and sharing, typically only opening up and showcasing his passions when it involves these things. This translates into his newfound teaching job, where he seeks to show how school subjects can reach outside the classroom to apply to everyday life. He sees his students as vessels of pure potential who have the ability to impact those around them in big ways, even with the mundane things. He feels he himself can have an impact on whichever place he goes, though those who learn this for themselves may need to get past his tough exterior to understand his intentions. An avid self-improver rooted in his Buddhist beliefs, he would see other teachers as a way to learn more about improving his own classes. Which activities his fellow teachers had the best feedback with or class participation, and adapt accordingly. He’s the type of guy to fix someone’s coffee in the faculty lounge in an act of sharing, though would show no smile.
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.
Ages 1-12
Keyoshi Karu was born in Albany, New York in 1989 to American-born Japanese whose immigrant grandparents had settled there after their voyage through Ellis Island. This was a dual language household, Japanese and English both being spoken. The eldest of one sibling, his sister, who he was two years older than. His childhood was an overall happy middle-class one, save one tragic incident. His extended family, consisting of his grandparents and uncle, shared the same house. His mom would stay at home for a majority of these years, before his dad would die in a railroading work accident while he was the age of 10, causing her to enter the workforce as an elementary school teacher.
Ages 13-18
His teenage years would see him growing up without a dad while attending Albany High School. Through his extended family household, his uncle would come to be his father figure in life. This is something that Keyoshi gladly accepted, and it would come to fruition that the passing of his father wouldn’t have much effect on him, save it being a tragic incident in the past. He stayed single throughout these years of his life, despite the raging hormones, though it wasn’t by his own choice. It’s during this time that he obtained interest in his family’s heritage and background in Japan. Taking high level Japanese language courses in High School to secure his knowledge and understanding of the language. With this, his family would also take yearly vacations across Japan, his grandparents adamant that he learn and experience the ways of their home country.
Ages 19-30
He went to college during this time, garnering his bachelor’s degree in Business at University at Albany through full time studying, though he would work part time at low level marketing jobs he hated. While studying for his Bachelor’s degree in Business, he’d come to realize that he enjoyed the economics side of his classes more than the Business ones. The marketing jobs he held surely influenced this.
He would begin and finish the Master’s program at University at Albany, making the switch from Business to Economics. This period of time was more so focused on his learning than anything, his extended family coming together to support each other within the household. His hobbies which developed included fishing amongst the various rivers and lakes of the areas, and enjoying walks through nature by himself. While he found himself never alone relationship wise during this time, he had always struggled to keep them reeled in for longer than a couple months. If only his fishing skills could match his love life.
His Doctorate’s degree would begin soon after at that same college, graduating from the program at 29. He pursued his doctorate degree in the first place based on his love of learning. It meant something to him to be someone who understood the concepts he latched onto at a high level. This would lead into his discovery of Buddhism as a lifestyle to follow, his Doctorate’s minor in Asian Humanities (which focused upon the region's economics, societies, religions, geography, and culture) playing a large role in this decision. This adoptance of Buddhism led him to take a stance of abstinence within his life, not getting together into any relationships.
Ages 30-33
In his pursuit of growth, he would join a sanctuary in Japan’s mountains and become a Buddhist monk at the age of 30. He would leave behind all material possessions (and hair) for a soul-searching experience, to learn more about himself. This was a deep hindrance to his social skills, however, contributing to that sturdy outside demeanor which he now holds. Two years had passed, and at the age of 32, his time of self reflection had him calling back to his memories growing up. His mother found great self-fulfillment in her teaching job, and he wanted to put his degree to use by following a similar course. From the age of 32 to his current age now, 33, he’s entered himself back into society. Even as his hair has grown out from being a bald monk, he’d have a chuckle at the fact that he was indeed balding, a sure sign of his rising age. He’s decided to stay within Japan, having felt more connected to his Japanese heritage. It is now that he’s set himself up to research openings for teachers within Japan, applying to become a professor in Karakura.
IN-CHARACTER SECTION
(Pretend your character is filling this out, not you, replace the underscores [ _ ] with your answers)
Fill in your answers on the lines ( _____________ )
To tick an 0 cross it or replace it with an X
1 - PERSONAL DATA
Title: Dr. Legal Name: Keyoshi Karu
Birth Date: 10 / 31 / 1989
Preferred Name: Dr. Karu, Karu, Keyo
Phone Number: (030)-921-9744
Gender: X - Male
0 - Female
0 - Other, namely _________
Religious Domination: Buddhist
Marital Status: Single, Unmarried
Nationality: American, Japanese
Current Location: Karakura, Japan
2 - APPLICATION DATA
Preferred teaching subject: Economics
1st choice: Economics 2nd choice: Asian Humanities 3rd choice: English
List other subjects you are qualified to teach: Business
List any activities you are willing to supervise; i.e., clubs, groups, drama, etc.:
Anything related to Business or Economics
3 - PREVIOUS EDUCATION
Place of study (School, University, College, etc) | Date From | Date To | Fulltime / Partime | Qualification with Grade, Class / Division | Subject Specialism(s) | Age Range |
| Albany High School | 2003-08-13 | 2007-06-03 | Full-time | High School Diploma | N/A | 14 - 18 |
| University at Albany | 2007-08-01 | 2014-05-25 | Full-time | Bachelor's Degree | Business | 19 - 25 |
| University at Albany | 2014-09-02 | 2016-06-13 | Full-time | Master's Degree | Economics | 25 - 27 |
| University at Albany | 2016-08-16 | 2018-06-05 | Full-time | Doctorate's Degree | Economics | 27 - 29 |
| EXAMPLE: Karakura High | EXAMPLE: 2000-08-12 | EXAMPLE: 2006-08-12 | EXAMPLE: Fulltime | EXAMPLE: Highschool Diploma | EXAMPLE: N/A | EXAMPLE: 12 - 18 |
4 - PROFESSIONAL CAREER - PRESENT SCHOOL (or another place of work, leave empty of not applicable)
Name of School: ___________________ School Type: _____________ Ages: ____________
Address of School: __________________
Date of Appointment: __ / __ / __
Post subjects taught and special responsibilities in the present post (where appropriate):
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
Reason for leaving:
_______________________________________________________________________________________
_______________________________________________________________________________________
5 - PREVIOUS TEACHING EXPERIENCE (leave empty if not applicable)
1.
Post ( Name and type of school): ___________________
Date from: __ / __ / __ Date to: __ / __ / __
Ages Taught: ________
Fulltime or Partime : 0 - Fulltime
0 - Partime
Subjects Taught & Responsibilities:
__________________________________
__________________________________
Reason for leaving:
__________________________________
__________________________________
6 - QUALIFICATIONS
1.
Type of Qualification (Minor, Major, Certification, etc.): (Bachelor's) Major in Business
Obtained on: 2014/05/25
Institution where obtained: University at Albany
2.
Type of Qualification (Minor, Major, Certification, etc.): (Bachelor's) Minor in Economics
Obtained on: 2014/05/25
Institution where obtained: University at Albany
3.
Type of Qualification (Minor, Major, Certification, etc.): (Master's) Major in Economics
Obtained on: 2016/06/13
Institution where obtained: University at Albany
4.
Type of Qualification (Minor, Major, Certification, etc.): (Master's) Minor in Business
Obtained on: 2016/06/13
Institution where obtained: University at Albany
5.
Type of Qualification (Minor, Major, Certification, etc.): (Doctorate's) Major in Economics
Obtained on: 2018/06/05
Institution where obtained: University at Albany
6.
Type of Qualification (Minor, Major, Certification, etc.): (Doctorate's) Minor in Asian Humanities
Obtained on: 2018/06/05
Institution where obtained: University at Albany
7 - CLOSING
Any extra notes about you or your application (if applicable):
__________________________________________________________
__________________________________________________________
__________________________________________________________
Signature:
Dr. Keyoshi Karu Date: 12 / 12 / 2022
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