Abstract: Josh Lerner in his book - Architecture of Innovation: The Economics of Creative Organizations explores the secrets of rising and falling of world top class corporations. These secrets are found to be embedded in understanding the art and architecture of innovation. The aim of presenting the book was to make it clearer to the ‘top executives, investors, or policy makers’ that how organizations and nations can sustain a leading edge in a competitive market with understanding the art of living with innovation. Organizations can not only compete but can also lead globally if key contributors - scientists/inventors/engineers are enable to focus on their innovations to meet the needs of customers. He claims that effective policies which focusing on how to be innovative can make a difference in the business venture. To this end, organizations can attract and retain the best minds across the globe with ‘appropriate rewards’, incentives, and can create a conducive working environment in their organizations.

Dear Readers, The Journal of Interdisciplinary Sciences (JIS) wishes to announce the publication of Volume 2, Issue 1, May 2018. This is yet another step towards achieving our vision. The May issue containsresearch articles from interdisciplinary sciences including management, education, psychology, and health sciences. The JIS highly appreciates the authors’ contributions in supporting the journal’s vision through constant interaction and the sharing and dissemination of knowledge in order to reach the wider readership community. The JIS aims to bring together research papers from many disciplines under one umbrella, in order to enhance access for the wider readership community. To this end, the current issue contains original research papers and book reviews from within the disciplines of educational sciences, management, health, psychology, and so forth. The JIS has begun its journey with the aim of supporting the views of both emerging and seasoned academics, and is hence a non-profit journal. We are committed to its continued future publication for which we seek constant collaboration, support and cooperation from authors. We aim to build partnerships among and between authors and reviewers in a virtual way by intellectually sharing knowledge and transforming intellectual collaborations. Our next issue will be published in November 2018. We invite authors, scientists, scholars, researchers, students, managers, and leaders from multi and interdisciplinary area to submit their articles and essays from both conceptual and empirical studies. The Journal of Interdisciplinary Sciences (JIS) is thankful to the editorial team, support team, and advisors. We also extend our appreciation and gratitude to the reviewers who contributed to the journal’s vision through constructive comments and suggestions made to maintain the quality of this scientific and academic publication. Let us join and collaborate together to ENRICH the BEAUTIFUL MINDS TOWARDS INTELLIGENT MINDS Mani Man Singh Rajbhandari. Ph.D. Founder and Editor-in-Chief Journal of Interdisciplinary Sciences (JIS)

Abstract: Theoractive learning is an essential ingredient that can complement various academic theories, making them easier to apply to a learning environment. Although it appears that theoractive learning is the effect of the beneficial causes of teaching and learning in certain contextual settings; theoractive learning is, however, actions-oriented and relies on Skills, Ability, Competences and Intelligences (SACI). Theoractive learning research was conducted at the University of Tamperre, Finland, in 2011 with students’ participants from 7 countries. Although the participants found difficult to relate the transformation of theories into practices, they were theoractively conscious. A theoractive actions-orientation is based on critical reflexivity of content and process learning. It teaches through Art and Science educational domains, while applying a multi-dimensional attachment of theories and practices. The Art of Science and the Science of Art are two non-comparable and inseparable phenomena that are reliant on theoractiveness of orienting actions through the learning paradigms of content learning, process learning, and critical reflexivity, which requires SACI.

Abstract: Adolescence is a period in everybody’s life that is usually referred to as “time that everybody must go through” or “parents’ hell”. Transition between childhood and adulthood is indeed of great importance in everybody’s life, but it is usually accompanied with a variety of questions, problems, dilemmas and a constant need to choose among many possibilities, which adds a lot of tension to the adolescent’s life and that of his or her family. Being gifted is also somewhat conflictual as it means – in most cases – a high cognitive level with somewhat lesser emotional development, along with many intellectual and educational needs that are hard to fulfil, and also usually difficult in finding peers with similar interests, level of thinking and verbal and/or logicalmathematical abilities. As a result, parents of gifted adolescents have to overcome the problems every parent of a teenager faces, and in addition – those caused by their children’s giftedness. This work will open a window to many such issues not answered by education or mental health professionals. The problems presented in this part of my work are: Problems typical to adolescents; and Problems typical to the gifted with a special focus on their variations during adolescence. The second part of this article will deal with problems of gifted adolescents, namely – problems that usually do not occur among the non-gifted. In addition, I am to offer some effective ways and strategies that might help parents to deal with the challenge of raising a gifted adolescent.

Abstract: This paper presents the gender biased experiences and inequality of undergraduate and graduate level female students of Nepal. Qualitative research methodology was applied for this study. A total of seventeen respondents along with college officials from two campuses participated in the study. The findings revealed that female students experienced a sense of fear and, consequently felt timid about reporting negative academic experiences. They perceived themselves as inferior student scholars due to pregnancy, having a child or for being married. Faculty members mostly favor male students and female students’ comments and/or saying were not regarded as legitimate and not considered important in classroom discussion, decision-making and other curricular activities. As a result, they felt isolated in educational activities. The environment of the campuses and local culture was also perceived as one of the broader factors that impede gender balance and gender responsive activities within the academia. The findings contradict some physical problem between undergraduate and graduate level students but correspond about the support perceived in field works, practical works and some cultural aspects. However, this study concludes that colleges are not gender friendly in terms of academic delivery, curricular/co-curricular activities, practical works and assignments in one or another ways. Since there is no system to hearing the grievances of female students, a female help desk center to facilitate female students in each college would be fruitful to address the issues of female students.