Michael Rodriguez Michael Rodriguez Michael Rodriguez Discussion Questions 1. To what extent did lapses in PCA’s manufacturing practices lead to a large scale, organizational communication failure during the crisis? 2. When should large organizations such as PCA take the silent approach or a vocal approach? Why would a organization want to stay silent or voice their side? 3. To what extent were the proxy communications justified in stepping forward to communication during the crisis? 4. Were all of the organizations and agencies described in the case equally justified in assuming the role of proxy communicator? 5. What are the potential complications for proxy communicators in crises? 6. If PCA had decided to communicate during the crisis, what messages of communication would have been most important to stakeholders? What messages would have been most helpful for consumers? 7. If you were the head of a major organization, how would you handle this situation from the top to bottom of your given organization (I.E. employees, media, consumers, etc)? Running head: QUALITATIVE ARTICLE REVIEW 1 QUALITATIVE ARTICLE REVIEW 4 Feasibility and preliminary outcomes of a yoga and mindfulness intervention for school teachers This paper is an academic review of a qualitative research article written by Matthew R. and Tamar Mendelson (2014) entitled: Feasibility and preliminary outcomes of a yoga and mindfulness intervention for school teachers. Holistic Life Foundation, a nonprofit organization implemented a 6-session yoga and mindfulness program for teachers in seven urban public schools. The purpose behind the case study was to examine how the challenges of overcrowded classrooms, academic and emotionally challenged students, and lack of sufficient administrative resources effect teachers. My evaluation of this article is a holistic interpretation of a qualitative research project and is based on my understanding of this type of study. The study used seven urban schools randomly selected to either receive the intervention or to a no-intervention control condition. The participants were volunteer elementary and middle school teachers in Baltimore city public schools in low income neighbor hoods. The students test scores was the same in math, reading, and science. 21 teachers were used in the intervention and 22 teachers was used control arm. Qualitative feedback was collected, from the intervention instructors and participants. The participants also completed self-report measures of stress and burnout at baseline and post-test to provide preliminary information about intervention effects. Data collection techniques is a collaboration of observation, interviewing and data analysis (cite). Throughout the study, teachers were questioned, and observed in which the findings are outlined in the results section of the report. As finding emerge the hypotheses uncovers that the interv ...

1. Michael Rodriguez
Michael Rodriguez
Michael Rodriguez
Discussion Questions
1. To what extent did lapses in PCA’s manufacturing practices
lead to a large scale, organizational communication failure
during the crisis?
2. When should large organizations such as PCA take the silent
approach or a vocal approach? Why would a organization want
to stay silent or voice their side?
3. To what extent were the proxy communications justified in
stepping forward to communication during the crisis?
4. Were all of the organizations and agencies described in the

2. case equally justified in assuming the role of proxy
communicator?
5. What are the potential complications for proxy
communicators in crises?
6. If PCA had decided to communicate during the crisis, what
messages of communication would have been most important to
stakeholders? What messages would have been most helpful for
consumers?
7. If you were the head of a major organization, how would you
handle this situation from the top to bottom of your given
organization (I.E. employees, media, consumers, etc)?
Running head: QUALITATIVE ARTICLE REVIEW 1
QUALITATIVE ARTICLE REVIEW 4
Feasibility and preliminary outcomes of a yoga and mindfulness
intervention for school teachers

3. This paper is an academic review of a qualitative research
article written by Matthew R. and Tamar Mendelson (2014)
entitled: Feasibility and preliminary outcomes of a yoga and
mindfulness intervention for school teachers. Holistic Life
Foundation, a nonprofit organization implemented a 6-session
yoga and mindfulness program for teachers in seven urban
public schools. The purpose behind the case study was to
examine how the challenges of overcrowded classrooms,
academic and emotionally challenged students, and lack of
sufficient administrative resources effect teachers. My
evaluation of this article is a holistic interpretation of a
qualitative research project and is based on my understanding of
this type of study. The study used seven urban schools randomly
selected to either receive the intervention or to a no-
intervention control condition. The participants were volunteer
elementary and middle school teachers in Baltimore city public
schools in low income neighbor hoods. The students test scores
was the same in math, reading, and science. 21 teachers were
used in the intervention and 22 teachers was used control arm.
Qualitative feedback was collected, from the intervention
instructors and participants. The participants also completed
self-report measures of stress and burnout at baseline and post-
test to provide preliminary information about intervention
effects. Data collection techniques is a collaboration of
observation, interviewing and data analysis (cite). Throughout
the study, teachers were questioned, and observed in which the
findings are outlined in the results section of the report. As
finding emerge the hypotheses uncovers that the intervention
may be beneficial for some teachers, but the recruitment
response highlighted feasibility challenges. As a qualitative
study, (author) research involves a certain level of subjectivity
and suggestions can be implemented to enhance yoga-
mindfulness feasibility for advanced research on this subject
matter. There is a need for research on implementation of
mindfulness and yoga programs in schools. Forman and

4. colleagues wrote “high-quality intervention research cannot be
conducted with analysis consideration of issues (2013).
Obtaining qualitative feedback from selected participants and
from the intervention instructors showed intervention feasibility
which was explored by gauging ease of recruitment, tracking
participant retention and attendance in the intervention, and the
data collected seems to be relatively clear and explicit.
However, the study was short. Therefore, opportunities for
further research was open: in another study over a 16-week
school-based mindfulness and yoga program there were four
themes related to program implementation barriers and
facilitators emerged: program delivery factors, implementer
communication with teachers, and instructor qualities (cite).
Moreover, between the studies threats of validity and bias can
be questionable on the part of researchers: (1) The time line
suggests the study was not long enough. (2) Not all of the
participants were available for the description and explanation
of the study. (3) The recruitment was in cohesive. Furthermore,
the authors of this research article state “they did not have
adequate resources in the small study to accommodate adequate
participants”. Therefore, the study was deemed preliminary and
exploratory. ( author) is appropriately perspectival in that they
are able to identify with the flaws of the study “the program of
yoga being incorporated into the school curriculum has not yet
been adequately studied, the program required lots of time in
which this study was very short”. Through phenomenological,
ethnographic and case study research data was collected and
analyzed. This study assessed feasibility and preliminary
outcomes of a yoga and mindfulness intervention for elementary
and middle school teachers in urban low-income school settings.
The experience recruiting teachers for the stud highlighted
feasibility issues related to voluntary teacher participation in a
after school mindfulness and yoga program. Attendance rates
and qualitative feedback from teachers who participated in the
program, however, suggest that the program was acceptable and
well received by the self-selected group. The preliminary data

5. indicates that the program may hold potential for reducing
perceived stress and emotional exhaustion. Solid attendance
rates among teacher who went to more than one session suggest
that once engaged, teachers enjoyed the program and made time
for regular participation despite their busy schedules.
Qualitative feedback from teachers also indicates that they
found the program worthwhile and valued the opportunity to
learn stress reduction techniques for use in their day to day
lives.
References
Forman, S. G., Shapiro E.S., Codding, R. S., Gonzales, J. E.,
Reddy, L.A., Rosefield, Stoiber, K. C. (2013). Implementation
science and school psychology. School psychology quartly, 28,
77-100.
Running head: Overcrowded Schools and Poor Conditions 1
OVERCROWDED SCHOOLS AND POOR CONDITIONS
4
References
Tropical reference list
Bettinger E.P. (2005). The effect of charter schools on charter
students and public schools. Economics of Education Review,
24(2), 133-147.
Chan, T.C (1979). The impact of school building age on the
achievement of eight grade pupils from the public schools in the
state of Georgia. Unpublished doctoral dissertation, University
of Georgia, Athens.
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Corcoran Sean P. and Stoddard, Christiana. (July, 2007). The
political economy of school choice: Support for chart schools

6. across states and school districts. Journal of Urban Economics,
Vol. 62., Issue 1 pages 27-54.
Council of the Great City Schools. Washington D.C. 20004.
http://www.cgcs.org.
McGuffey, C. W and Brown, C. L., (1978) The impact of school
building on school achievement in Georgia. CEFPI Journal, 16,
6-9.
Policy Analysis for California Education, PACE. Berkeley,
CA.94720-1670. http://www.edpolicyinca.org
Still No Room to Learn: Crowded NYC Schools Continue To
Jeopardize Smaller Class Size Plans. A Follow-Up Report to
“No Room To Learn” and t the Class Size Summit Working
Paper. New York City, NY. http://pubadvocate.nyc.gov.
Thomas, J.A. (1962) Efficiency in education: A study of the
relationship between selected inputs and mean test scores in a
sample of senior high school. Unpublished doctoral dissertation,
Stanford University. achievement. Norfolk City Schools,
Virginia. (ERIC Document Reproduction Services No.
ED346583)
Feasibility and Preliminary Outcomes of a Yoga and
Mindfulness Intervention for School Teachers.Philadelphia, PA
19106. Ancona, Matthew, R,; Mendelson, Tamar.
http://www.tandf.co.uk/journals
Vann, Allan S. (September 1988). The Curriculum Cup Runneth
Over. Educational Leadership:Sep88, Vol. 46 Issue 1, p60.

7. EDUC 518
Literature Review Instructions
Write a 10–12-page traditional Literature Review on the topic
you have been researching throughout this course. You must
incorporate a minimum of 10 articles, including the ones used
for the Topical Reference List as well as the quantitative and
qualitative articles you reviewed. This review must be a focused
synthesis of findings in the literature. Thus, you will organize
your discussion around themes that emerged in your review of
the literature, rather than simply summarizing study after study.
Include the following elements in your review:
1. Title page with a running head
2. Abstract and keywords
3. Body

8. · Introduction
· Discussion of key terms
· Review of the literature organized by themes
· Conclusion/Summary
· Reference list
Format your Literature Review in correct APA style. As you
complete this assignment, consult your textbook. Also, see the
Literature Review Grading Rubric for the specific grading
criteria.