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Problem-based learning (PBL) shifts the traditional teaching paradigm.Rather than being teacher centered, PBL is student centered. Rather than presenting content first, PBL presents the problem first. Rather than presenting the students with a well-structured problem with a clear answer, PBL presents the students with an ill-structured problem with no clear solution. The research evidence, although still limited, indicates that PBL is more effective than the traditional teaching paradigm. However, to implement PBL successfully requires significant rethinking. The article examines three critical success factors essential for making PBL successful in management education. Those critical success factors are orienting students to this new instructional strategy, picking the problem, and forming the teams. The author shares his experiences using PBL and an instrument he has found useful in forming the teams. ). These two competencies were the top two competencies identified by 125 companies when 630 Author's Note: The author appreciates the helpful comments made by Claudette M. Peterson on earlier drafts of this article and the reviewers for their very helpful comments and suggestions. In addition, the author would like to thank the editors who made very useful editing suggestions.

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One way organizations increase their competitive advantage is through innovative strategies that improve human performance. Human performance can be enhanced or constrained by situational factors that are introduced into the organization's work environment. One situational factor is the organization's workspace. This study examines the impact of a new workspace technology on individual privacy and on team interaction. The research found that the participants were generally satisfied with the visual privacy but not with the auditory privacy. The research also found that the participants were satisfied with the workspace's ability to facilitate team interaction. Implications of the findings are discussed.

We assessed the linearity and slope of the left ventricular end-systolic pressure (PES)-volume (VEs) relation over a wide range of contractile states in conscious dogs. The

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The purpose of this study was to determine the effect of proANF-(31--67) on renal function in conscious, chronically instrumented monkeys (Macaca fascicularis). The experimental protocol consisted of a 30-min control period followed by 60 min of peptide infusion and a 30-min recovery period. Atrial natriuretic factor (ANF)-(99--126), proANF-(31--67), of a combination of ANF-(99--126) plus proANF-(31--67) was infused at 15 pmol.kg-1.min-1. ANF-(99--126) caused sodium excretion to increase from 12.5 +/- 3 to a peak of 37.9 +/- 10.4 mueq/min, whereas fractional sodium excretion (FENa) increased from 0.69 +/- 0.2 to 2.3 +/- 0.43%. ProANF-(31--67) increased sodium excretion from 12.7 +/- 5 to a peak of 23.3 +/- 9.0 mueq/min and FENa from 0.56 +/- 0.07 to a peak of 1.15 +/- 0.4%. When ANF-(99--126) and proANF-(31--67) were infused in combination, sodium excretion increased from 9.6 +/- 3 to a peak of 5.19 +/- 12.5 mueq/min, whereas FENa increased from 0.97 +/- 0.4 to 3.9 +/- 1.1%. Mean arterial pressure decreased by approximately 10 mmHg in all three groups. These findings indicate that intravenously administered proANF-(31--67) causes an increase in sodium excretion and that when proANF-(31--67) and ANF-(99--126) are given in combination, they act in an additive fashion to increase renal sodium excretion.