"thematic cluster" is a correct and usable phrase in written English.
You can use it to refer to a group of words, phrases, or ideas that are logically related to one another within the same text or context. For example, the author of the novel used various thematic clusters to explore the rise and fall of a powerful city.
Beyond the six required thematic cluster courses, POLS students may take electives within the Graduate School of Education and throughout Stanford.
Looking for patterns within these two comparisons will provide a more comprehensive view of sustainable impacts by showing the connections between each thematic cluster.
This section builds on Gasparini and Cruces (2008) and Gasparini et al. (2011), developed for the thematic Cluster on Poverty, Human Development and MDG's of the Regional Bureau for Latin America and the Caribbean (RBLAC), United Nations Development Programme UNDPP).
The third map is a thematic cluster map, which was developed by combining the upper 50%% quantiles of each of the three univariate layers while preserving the basic color patterns of the RGB map.
Figure 1 shows the clustering of items and the consensus labels for each thematic cluster.
Though a fairly new journal, we have already published two supplements (2, 3) and a thematic cluster of articles (4), and at least two more supplements and a thematic cluster are pending for publication in 2010.
Below the description of the thematic clusters are lists of courses that satisfy each cluster requirement.
The following faculty teach some of the more recurring courses within each of the Thematic Clusters.
Although the POLS program is flexible enough to have the liberty to explore your interests, the foundation of POLS lies in its thematic clusters— Knowledge, Theory, and Skills.
The identified 43 thematic clusters of research have shown the diversified patterns of development like stagnation, revival, slow development or intensive growth.
Students are required to take a minimum of two courses in each of the three thematic clusters of Knowledge, Theory, and Skills as they develop balanced perspectives on leadership in education.
