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question:如何用Odin插件制作一个自定义特性,用于重绘一个类中的string成员变量,重绘成一个下拉列表,下拉列表里面是所有继承了Experiment类的类名,通过下拉列表选择来赋值给这个string成员变量
answer:要使用Odin插件制作一个自定义特性,用于重绘一个类中的string成员变量成下拉列表,下拉列表里面是所有继承了Experiment类的类名,可以按照以下步骤进行操作: 1. 确保你已经安装了Odin插件。可以从Asset Store中搜索并安装Odin Inspector。 2. 创建一个新的C#脚本,并在该脚本中定义自定义特性。 ```csharp using System; using Sirenix.OdinInspector; [AttributeUsage(AttributeTargets.Field, AllowMultiple = false, Inherited = true)] public class ExperimentDropdownAttribute : PropertyAttribute { // 定义自定义特性的实现类 public class ExperimentDropdownResolver : OdinAttributeProcessor<string> { // 获取下拉列表的选项 public override void ProcessChildMemberAttributes(InspectorProperty parentProperty, MemberInfo member, List<Attribute> attributes) { // 判断当前成员是否为字符串类型,否则不处理 if (member.GetReturnType() != typeof(string)) return; // 创建下拉列表的选项 List<string> experimentNames = new List<string>(); foreach (Type type in typeof(Experiment).Assembly.GetTypes()) { if (type.IsSubclassOf(typeof(Experiment)) && !type.IsAbstract) { experimentNames.Add(type.Name); } } // 添加下拉列表特性 attributes.Add(new ValueDropdownAttribute("GetDropdownList")); // 定义下拉列表方法 attributes.Add(new OnValueChangedAttribute("OnDropdownValueChanged")); // 添加下拉列表的选项 attributes.Add(new ValueDropdownListAttribute(experimentNames)); } // 获取下拉列表的选项 private static IEnumerable GetDropdownList() { List<string> experimentNames = new List<string>(); foreach (Type type in typeof(Experiment).Assembly.GetTypes()) { if (type.IsSubclassOf(typeof(Experiment)) && !type.IsAbstract) { experimentNames.Add(type.Name); } } return experimentNames; } // 下拉列表选择改变时的回调方法,将选中值赋值给字符串成员变量 private static void OnDropdownValueChanged(string value, string memberValue, InspectorProperty property) { property.Tree.DelayActionUntilRepaint(() => { property.Tree.RootProperty.Property.SetValue(property.ParentValues[0], value); }); } } } ``` 3. 创建一个新的C#脚本,并在该脚本中使用自定义特性。 ```csharp public class MyClass { [ExperimentDropdown] // 使用自定义特性 public string ExperimentName; } ``` 4. 在Unity编辑器中,将该脚本作为组件添加到一个物体上。此时,你将可以在Inspector面板中看到ExperimentName变量已经被显示为一个下拉列表,可以通过选择列表中的其中一个项来更改ExperimentName变量的值。 希望这能帮到你!
question:(In a futuristic city…) Sayori: (waking up in shock) “What the-?! What’s going on?! What is this place?!” (Sayori quickly takes in the futuristic city around her. It was…oddly familiar. Just then, she spots three girls that look like her friends.) Yuri look-alike: “I’m amazed as to how our ancestors founded the club we’re now part of.” Natsuki look-alike: “Agreed! I can’t wait to write more poems!” Monika look-alike: “Come on, let’s head back to the clubroom.” (The three girls all walk off, leaving Sayori in a state of confusion.) Sayori: (rushing after them) “Wait! Hold on! Please, can you tell me what’s going on?” Yuri look-alike: (turning back with a kind smile) “Oh, hello there. Are you lost?” Sayori: “I…I guess you could say that. I woke up here in this city, and I have no idea how I got here or what’s happening.” Monika look-alike: (curiously) “That’s strange. I’ve never seen you before, and I thought I knew everyone in the city.” Natsuki look-alike: “Maybe she’s from another district? It’s possible.” Sayori: (nervously) “I don’t know what district means, but I need to find my way back home. Can you help me?” Yuri look-alike: “Of course! We’ll do our best to assist you. By the way, I’m Emi, this is Rin, and she’s Mio.” (pointing to each girl respectively) Sayori: (smiling) “I’m Sayori. It’s nice to meet all of you. So, about this club you mentioned earlier…what kind of club is it?” Mio: “It’s called the Literature Club. We gather to share and discuss our writing, as well as appreciate literature in general. It’s a small community, but we’re quite passionate about it.” Sayori: (feeling a rush of familiarity) “Wait, the Literature Club…that sounds so familiar. I think I’ve heard of it before.” Emi: “Oh really? Maybe you’ve visited our club or heard of it from someone else.” Sayori: “I’m not sure, but it’s strange how everything feels so familiar here. Even you all, you look like my friends back home.” Rin: “That’s interesting. Maybe there’s a connection between our worlds.” Mio: “Or maybe it’s just a coincidence. Well, no matter what it is, we’ll help you find your way back home, Sayori.” Sayori: “Thank you, I really appreciate it. I hope I can find some answers soon. But in the meantime, I’d love to learn more about this Literature Club.” Emi: “Sure thing! We can take you there and introduce you to everyone. They’ll be excited to meet you.” (Sayori follows the three girls as they lead her through the futuristic city. Along the way, they talk about their hobbies, their favorite books, and their experiences in the Literature Club. Sayori can’t help but feel a sense of belonging, as if she’s found another home.) Sayori: “You all seem so passionate and dedicated to this club. It’s really inspiring.” Mio: “We are, Sayori. We’ve found a place where we can be ourselves and express our creativity freely. It’s a special place for all of us.” Rin: “And we’re happy to have you as a potential member too.” Sayori: “Oh, I don’t know if I could join. I mean, I have my own club back home that I care so much about.” Emi: “That’s alright, Sayori. You don’t have to decide right away. Just know that you’re always welcome here.” (Sayori smiles and nods, grateful for the kindness and acceptance she’s found in these friends who resemble her own. As they make their way towards the Literature Club, Sayori can’t help but wonder if her unexpected journey to this futuristic city holds a greater purpose. But after seeing the clubroom, the same familiar feeling hits Sayori like a ton of bricks - it was the same clubroom she went to! And as all the pieces came together, Sayori realized where in time she really was.) Sayori: “Wait, the clubroom…the houses…the school…am I…
answer:am I back in my own time?
question:standardize test
answer:Standardized tests are exams that are designed to measure a test-taker's knowledge, skills, and abilities in a specific subject or set of subjects. These tests are administered under controlled conditions and use a standardized format, content, and scoring system to ensure fairness and comparability across different test-takers. Standardized tests are often used in educational settings, such as schools and universities, as a way to assess students' academic performance and make decisions about their placement, promotion, or admission to educational programs. They can also be used for comparative purposes, allowing for the evaluation of educational systems or the comparison of individuals' abilities. Some commonly known standardized tests include the SAT and ACT for college admissions in the United States, the GRE for graduate school admissions, and various state-level assessments for K-12 education. While standardized tests can provide valuable information about a test-taker's knowledge and abilities, they are not without criticism. Critics argue that these tests may not accurately reflect a student's true capabilities or measure important skills not captured by test content. Additionally, concerns have been raised regarding biases in test design or cultural bias that may disadvantage certain groups of test-takers. Overall, standardized tests play a significant role in educational systems and have both proponents and critics.
question:history of standardize test
answer:The history of standardized testing can be traced back to ancient China, where exams were used to select government officials through the imperial examination system. This system, which lasted for over 1,300 years from the 7th century to 1905, featured standardized exams that covered a range of subjects such as literature, law, and history. In the Western world, standardized testing gained prominence in the early 20th century. One of the earliest examples is the IQ test, developed by Alfred Binet in France in 1905. This test was created to measure intelligence and identify children who might need additional educational support. The IQ test was later adapted and standardized in the United States by Lewis Terman, resulting in the Stanford-Binet intelligence scale. Another influential figure in the history of standardized testing is Robert Yerkes, an American psychologist who developed the Army Alpha and Beta tests during World War I. These tests aimed to assess soldiers' aptitude and intelligence to determine their suitability for certain military roles. This effort played a significant role in the development of large-scale standardized testing. In the realm of education, the SAT (originally called the Scholastic Aptitude Test) was first administered in 1926 by the College Board. It was designed to assess students' abilities and predict their success in college. The SAT underwent several revisions over the years, with changes to its format and content, reflecting evolving educational goals and ideals. The No Child Left Behind Act (NCLB) of 2001 in the United States also played a significant role in the history of standardized testing. NCLB mandated annual standardized testing in public schools and implemented accountability measures based on test results. This policy sparked debates about the role and impact of standardized tests in education. While the use of standardized testing has grown significantly over the past century, it has also faced criticism. Critics argue that these tests may prioritize rote memorization and may not fully capture students' true abilities or potential. Debate continues regarding the appropriate role of standardized testing in education and whether it accurately measures student achievement.