Estimates of plant disease severity are crucial to various practical and research-related needs in agriculture. Ordinal scales are used for categorizing severity into ordered classes. Certain characteristics of quantitative ordinal scale design may affect the accuracy of the specimen estimates and, consequently, affect the accuracy of the resulting mean disease severity for the sample. The aim of this study was to compare mean estimates based on various quantitative ordinal scale designs to the nearest percent estimates, and to investigate the effect of the number of classes in an ordinal scale on the accuracy of that mean. A simulation method was employed. The criterion for comparison was the mean squared error of the mean disease severity for each of the different scale designs used. The results indicate that scales with seven or more classes are preferable when actual mean disease severities of 50% or less are involved. Moreover, use of an amended 10% quantitative ordinal scale with additional classes at low severities resulted in a more accurate mean severity compared to most other scale designs at most mean disease severities. To further verify the simulation results, estimates of mean severity of pear scab on samples of leaves from orchards in Taiwan demonstrated similar results. These observations contribute to the development of plant disease assessment scales to improve the accuracy of estimates of mean disease severities.

The objective of the current study was to examine whether the relation between aerobic fitness and academic achievement during adolescence is subject-dependent, and to investigate cumulative and recency effects. This study made use of two nationwide datasets. The first was the aerobic fitness profile of junior high school students collected by the Ministry of Education in Taiwan. The second contained the scores on the Basic Competence Test for Junior High School Students (BCTJH). The sample consisted of 382,259 students who completed the BCTJH in the 5 years between 2009 and 2013. Data on each student’s aerobic fitness during their three years of junior high school were matched with their exam results at the end of this period. The results revealed that students classified as highly-fit during at least one of the three years had higher BCTJH scores than those who never achieved this level, with the size of effect increasing with the length of time that fitness was maintained. Additionally, aerobic fitness in the final year was more closely linked to BCTJH scores than that in the earlier two years. Fitness was also more strongly associated with exam performance in math, science and social science, relative to language-related subjects. Our findings suggest that while aerobic fitness is positively related to academic achievement in Taiwanese junior high school students, the relationship depends on academic subject, as well as the length and time of being aerobically fit.