"They are closing the qualitative gap," said the outgoing head of the home front command, Major-General Eyal Eizenberg, warning darkly that, in any future confrontation, Hizbullah would launch "between 1,000 and 1,500 rockets daily".Hizbullah has long cast itself as the leading force of resistance against Israel, but it is now fighting fellow Arabs in Syria and Iraq.
Increasingly they are back on the right side.But there is a qualitative gap between the top performers and bottom performers on this list; the level of per capita GDP (which isn't shown) is generally quite different at the top and the bottom.
In equivalence verification, detecting different behavior under MVL simulations may lead to the discovery of a genuine binary non-equivalence or to a qualitative gap between two designs.
But we rightly sense that our powers of language and abstraction, to cite only the two most obvious and significant properties of human mental specialness, so exceed what any other organism can do, including our closest relatives among great apes, that we might as well acknowledge the qualitative gap between us and all of them.
In a world where the qualitative gap between club sides and international teams seems to increase with every passing year, it very obviously pays if you can get as much club football - in terms of personnel and tactics - into the national team.
She asked the Minister about what could be done to bridge this qualitative gap.
Most of the energy has been devoted to the development of approaches that detect transcription start sites, leaving the identification of regulatory regions and their functional transcription factor binding sites (TFBSs) largely unexplored and with important quantitative and qualitative methodological gaps.
Findings from this assessment revealed significant qualitative and quantitative gaps in Kenya's training institutions including gaps in the curricula despite perception that it responds to national needs.
This prompted a qualitative examination of gaps that appeared between reported understanding of the curriculum and practice, as well as of the issues that were identified as barriers to implementing the curriculum.
To address these gaps, qualitative interviews with GPs and patients were undertaken which enabled a comparison of views.
Similarly to what already performed for nuclear variants [ 23- 25], we attempted to identify relevant qualitative and quantitative gaps between variants found in 120 out of our 1242 samples, among which 60 were supposed to be derived from blood and 60 from LCLs (Methods).
