Sentence examples for scores of problems from inspiring English sources
The phrase "scores of problems" is correct and usable in written English
It is used to indicate a large number of problems, and it can be used in both formal and informal written English. For example: The CEO of the company faced scores of problems when taking over the organization.
But scores of problems were reported, particularly in Broward and Miami-Dade Counties.
The crisis sparked new concerns about NATO's capabilities, especially after an independent review of Germany's defense ministry, released in October 2014, uncovered scores of "problems and risks" in its procurement process.
Scores of problems have been claimed: intentionally scribbled-on petitions, physical altercations about petitions, fake names on petitions, and a slew of screamed bad words (not to mention at least one egg) exchanged over petitions.
A study co-authored by Karim Lakhani of Harvard Business School reviewed scores of problems solved on InnoCentive and found that people from outside the scientific or industry discipline in question were more likely to solve a challenge.Prizes also help form new alliances.
Instead, in jurisdictions all around the country, incarceration has been touted as the solution to scores of problems it is ill equipped to address, pushing the number of people in jail and prison to over 2.3 million people.
The presence of child psychological problems was assessed with the Strengths and Difficulties Questionnaire (SDQ; Goodman, 1994, 1997) administered to the primary parent and the child's teacher to produce scores of externalizing problems and internalizing problems (Goodman, Lamping, & Ploubidis, 2010), with higher scores indicating greater problems.
We chose to use residualized change scores instead of simple change scores because of problems of dependence between change and Pre values encountered with use of the latter [ 18].
The overall score of problem solving indicated that score on the post-test III was significantly better than that on post-test I and II, meaning both full-time and part-time students' clinical problem solving abilities improved at the last semester.
We did not generate a summary "quality score" because of problems associated with such numeric scores (Juni 1999; Whiting 2005).
Higher scores of attention problems at baseline were associated with non-classifiable headache at follow-up (OR: 2.0, 95% CI: 1.3-3.4, p = 0.017).
The parent-reported scores of Conduct Problems Scale and Hyperactivity Scale (SDQ) were significantly higher than self-reported scores.
