How do patient-reported outcomes and hospital-reported outcomes differ? Provide 1 example of each.
reply one 
high-level quality clinical care requires patients to provide information regarding how they are feeling, their symptoms, and any effects of prescribed treatment. Patients can be considered as the center for any health care system. The outcomes of a clinical intervention obtained by the patient, that is patient-reported outcomes are deemed to be of more importance in the future than any other outcomes like clinical or caregiver-reported. Outcomes measures, health care results that are quantifiable, are used to evaluate clinical changes, support decision making in health, and help to establish new policies or practice guidelines (Melnyk & Fineout-Outholt, 2019). When it comes to the subjective experience of patient’s conditions, patients and their carers can be considered experts, and they can bring value in conversations, consultations, and defining the importance of commonly used outcomes, such as length of stay. Patient-reported outcome measures provide unique information from the patient perspective on overall health, symptoms, burden, and treatment response (Bingham et al., 2017). As health care becomes more patient-centered, there is growing consensus that patient-reported outcomes should be integrated into clinical management, program development, and evaluation, comparative effectiveness assessments, quality improvement, and safety reporting.            Patient-reported outcome measures the impact of clinicians’ work with patients without regard for productivity, adherence to standards, or patient experience measures. The implementation of patient-reported outcomes in clinical care introduces the patient’s voice into health care provides a standardized method to capture quantitative patient data about their health status or experience with care (Noonan et al., 2017). When it comes to health care quality and outcomes, the patient voice informs the full picture and fills in the gaps between care visits documented by their physician.            Hospital-reported outcomes present information that provides an understanding of hospital performances based on provider productivity, adherence to standards of recommended care based on the expertise of health care providers. The data collected in hospital-reported outcomes are not objective or influenced by non-factual information. Hospital-reported outcomes reflect the impact of the health care service or intervention on the health status of patients. The data collected in hospital-reported outcomes are based on four domains, which are clinical care process and outcomes, safety, patient experience of care, and efficiency (Melnyk & Fineout-Overholt, 2019). An appropriate outcome has clinical or policy relevance. As hospital compensation becomes dependent on pay-for-performance and bundled payment compensation models, hospitals seek to reduce costs and improve patient outcomes by decreasing patient length of stay (Jazini et al., 2016).            An example of patient-reported outcomes measures would be the patient’s answers during the patient encounter with the healthcare provider. The patients answer questions on how they feel mentally, their fatigue levels, and pain perception. A patient could report swelling, pain, or fracture, but it may not actually mean they have an infection or fracture. On the other hand, examples of hospital-reported outcomes would be how a patient may respond to a certain medication, allergies, changes in the blood pressure of the patient. The rate of patients who died as a result of surgery or blood transfusion or diabetes and hepatitis are all examples of hospital-reported outcomes.             Ecclesiastes 3:1 read “For everything, there is a season and a time for every matter under heaven”. There comes a time where the patient has to report outcomes about their health and how they feel about the health care services of the hospital. Hospital, on the other hand, has to report about patient responsiveness to treatment.
reply two
 Outcomes in healthcare are important because they are “health status results” experienced by patients that surface between two or more times points and are caused by the care that is provided, in combination with discrete modifiable or nonmodifiable patient or environmental factors (Melynk, 2019). There are two main types of outcomes including patient-reported and hospital-reported outcomes. Beginning with patient reported outcomes, they attempt to capture whether the services provided improve patients’ health and sense of wellbeing (Hostetter, 2021). An example of a patient reported outcome would be asking them to complete various activities to measure their general health to measure their mood, level of fatigue, and pain. In the coming years, patient-reported measures are expected to play a more prominent role in assessing performance and determining the comparative effectiveness of different treatments. Patient reported outcomes are expected to be used as a benchmark of performance for health care providers in the coming years as well allowing payers to link reimbursement to evidence of effectiveness of their treatment (Hostetter, 2019). Using patient reported outcome measures are in the early stages of development in clinical practice and have been mostly used to monitor conditions that rely on patients’ reports. One author talks about implementing patient reported outcomes and he says, “Symptom management is a cornerstone of clinical care, particularly for patients with chronic conditions. Yet patient reported outcomes have not been widely implemented, but they should be in order to get a better understanding of symptom management” (Ethan, 2017).The second type of outcomes are hospital-reported, and they differ from patient-reported outcomes because they measure the overall outcome of the treatment as well as the quality of treatment. This differs from patient reported outcomes because patient reported looks internally at the patient’s wellbeing and feeling. One author talks about hospital reported outcomes and he says hospital outcomes are going to mostly include post op complications, post op delirium, as well as date of actual discharge vs. predicted discharge (Roopsawang, 2020). An example of hospital reported outcomes are effectiveness of care, safety of care, treatment results, etc. Hospital outcomes have their respective time and place however, I do think that it would be a good idea for hospitals to integrate more patient-reported outcomes.Looking at this thread through a biblical worldview, it reminds me that as Christians we know the ultimate outcome is going to be whatever God wants for us. One verse that reminds me of this is Hebrews 13:20-21 and it says, “Now may the God of peace, who through the blood of the eternal covenant brought back from the dead our Lord Jesus, that great Sheperd of the sheep, equip you with everything good for doing his will, and may he work in us what is pleasing to him, through Jesus Christ, to whom be the glory for ever and ever” (Holy Bible, English Standard Version, 2016).

present a Current Event where the relationship between Culture and Mental Health can be analyzed.When should this current event have happened? The current event selected must have happened between 2018 and 2021.Where can I find the information about a current event? The sources of information can be the media, newspapers, a documentary films, among others (not academic articles). What kind of current event should I search for? The current event can be something related to the conceptions about mental health and illness, narratives of mental illness in popular media, mental health/illness experienced by specific groups (considering age, gender, ethnicity), mental health stigma, treatments for mental health(alternative -religious- or hegemonic -pharmaceuticals-). You could also search for some current event that allows you to explore how particular social, cultural, economic, or political contexts have affected specific groups’ mental health conditions, among other current events that you find interesting.What should I focus on in my presentation? The students must present the current event context, the facts that will help describe the current event in detail, and, if possible, the meanings it might have for the actors involved. After presenting the contextual information and the current event, bring up some reflections (related to our class). You can use some material from the syllabus and discussions we have had in class to reflect on what this current event shows us about the relationship between Culture and Mental Health. Finally, propose two questions to generate a discussion with all the group (you can do this using Mentimeter or any other source that you find helpful to motivate participation or present the questions to the group for voluntary participation. In summary, the presentation includes the following sections: Contextual information, Current Event description, preliminary analysis, group discussion. How should I organize the time for the presentation? Ten minutes for the presentation and five minutes for the group discussion are suggested. Please elaborate a slides show for your presentation (a maximum of four slides are suggested) and upload it in Canvas at least one hour before the class you will present.Here is the class readings1White R., Orr D., Read U. and Jain S. 2017. Situating Global Mental Health: SocioculturalPerspectives. pp. 1-16. In White R., Jain S., Orr D. and Read U. (eds.). The PalgraveHandbook of Sociocultural Perspectives on Global Mental Health. Palgrave Macmillan.Historical Perspectives on Mental Health: Asia, Africa and the West8Pinto S.A. 2018. Indian Insanity and the Local-Colonial Contest for its Treatment. In:Lunatic Asylums in Colonial Bombay. Mental Health in Historical Perspective.Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-319-94244-5_2Harding Christopher. 2017. Historical Reflections on Mental Health and Illness: India,Japan and the West. pp. 71-92. In White R., Jain S., Orr D. and Read U. (eds.). ThePalgrave Handbook of Sociocultural Perspectives on Global Mental Health. PalgraveMacmillan.Akyeampong Emmanuel. 2015. A Historical Overview of Psychiatry in Africa. pp. 24-49.In Akyeampong, Hill and Kleinman (eds.). The Culture of Mental Illness and PsychiatricPractice in Africa. Indiana University Press.Anthropological Perspectives on Mental Health15 Psychiatry from an Anthropological PerspectiveArthur Kleinman. 1988. Rethinking Psychiatry: From Cultural Category to PersonalExperience. The Free Press. (Chapters 1 and 2: What is a Psychiatric Diagnosis? DoPsychiatric Disorders differ in different Cultures? pp. 5-33).22 Critical Reflections on Mental HealthWhitley Rob. Beyond Critique: Rethinking Roles for the Anthropology of Mental Health.Culture, Medicine and Psychiatry (2014) 38: 499-511. DOI 10.1007/s11013-014-9382-y4Dyck E. and Rusell G. 2020. Challenging Psychiatry Classification: Healthy AutisticDiversity and the Neurodiversity Movement. In Taylor S. and Brumby A. Healthy Minds inthe Twentieth Century. In and Beyond the Asylum.Gavin Miller. 2017. Reflecting on Medicalization of Distress. pp. 93-108. In White R., JainS., Orr D. and Read U. (eds.). The Palgrave Handbook of Sociocultural Perspectives onGlobal Mental Health. Palgrave Macmillan.29 Mental Health and ExperienceJenkins, Janis H. 2015. Extraordinary Conditions: Culture and Experience in MentalIllness. University of California Press. (Chapter 1, 2 and 3).Social/Cultural dimensions of Mental Health/IllnessMAY6 Religion and SpiritualityCsordas, T. 2017. Psychiatry and the Sweat Lodge: Therapeutic Resources for NativeAmerican Adolescents. pp. 127-139. In Basu H., Littlewood R., and Steinforth A. (eds.)Spirit and Mind: Mental Health at the Intersection of Religion and Psychiatry. Lit. VerlagDr. W. Hopf.Khoury N., Kaiser B., Keys H. and Brewster A. Explanatory Models and Mental HealthTreatment: Is Vodou an Obstacle to Psychiatric Treatment in Rural Haiti? Culture,Medicine and Psychiatry (2012) 36: 514-534. DOI 10.1007/s11013-012-9270-213 Ethnic DifferencesZeledon I., West A., Antony V., Telles V., Begay C., Henderson B., Unger J., Soto C.Statewide collaborative partnership among American Indian and Alaska Native (AI/AN)communities in California to target the opioid epidemic: Preliminary results of the TribalMedication Assisted Treatment (MAT) key informant needs assessment. Journal ofSusbstance Abuse Treatment108 (2020) 9-19.O’Nell Teresa D. Culture and Pathology. Flathead Loneliness Revisited. The 2001 RogerAllan Moore Lecture. Culture, Medicine and Psychiatry.28: 221-230, 2004.20 MigrationPaat Y. and Green R. 2017. Mental Health of Immigrants and Refugees seeking legalservices on the US-Mexico Border. Transcultural Psychiatry. Vol. 54 (5-6) 783-805. DOI:10.1177/1363461517746316Gozdziak E. Training Refugee Mental Health Providers: Ethnography as a Bridge toMulticultural Practice. Society for Applied Anthropology. Human Organization, Summer2004, vol. 63, no. 2, pp. 203-210.5Este D., Simich L., Hamilton H. and Sato C. 2017. Perceptions and understandings ofmental health from three Sudanese communities in Canada. International Journal ofCulture and Mental Health. 10:3, 238-249, DOI: 10.1080/17542863.2017.129687627 COVID-19 and Mental HealthAbarca-Brown Gabriel. Haitian migration and dreams in Chile: Questions for global mentalhealth during the COVID-19 pandemic. Somatosphere. Science, Medicine andAnthropology. July 27, 2020.Emily A Holmes, Rory C O’Connor, V Hugh Perry, Irene Tracey, Simon Wessely, LouiseArseneault, Clive Ballard, Helen Christensen, Roxane Cohen Silver, Ian Everall, TamsinFord, Ann John, Thomas Kabir, Kate King, Ira Madan, Susan Michie, Andrew K Przybylski,Roz Shafran, Angela Sweeney, Carol M Worthman, Lucy Yardley, Katherine Cowan, ClaireCope, Matthew Hotopf, Ed Bullmore. Multidisciplinary research priorities for the COVID-19 pandemic: a call for action for mental health science. Lancet Psychiatry 2020; 7: 547–60.https://doi.org/10.1016/ S2215-0366(20)30168-1.Guan Yanjun, Deng Hong, Zhou Xinyi. Understanding the impact of COVID-19 pandemicon career development: Insights from cultural psychology. Journal of vocational behavior.119 (2020) 103438.

Improvement requires change, but in education change rarely brings any improvements for many reasons and regardless of the provided resources.  The Plan-Do-Study-Act Inquiry Cycle is a method for testing a change by planning it, trying it, observing the results, and acting on what is learned on a small scale before large-scale implementation. 
Hypothetical scenario: You have been granted unlimited resources, and your job is to tackle one of the many complex U.S. education system problems by introducing a change idea on a small scale using PDSA cycle method. Please refer to Figure 5.3 “Learning to Improve” in the Bryke reading to introduce your plan, implementation, data analysis, and expectations.

Reply:
First one:
Thank you for this prompt, it definitely got me thinking! If I had unlimited resources, I would be interested in tackling issues surrounding online learning. I find this topic really interesting, especially as the pandemic continues. In regards to the PDSA cycle, I would start with a driver diagram, such as Bryk’s Figure 5.4. My “goal” would be to improve engagement of students via online learning. Some of the related drivers may be: access to technology, teacher training and preparation, online resources/systems, understanding of student demographics and needs, and student/teacher feedback.
If I could start with a small scale idea using the PDSA cycle, I might would focus on the driver of access to technology as my beginning point. I realize that schools and districts nationwide have already implemented 1:! chromebooks to some extent. Since this prompt says I have unlimited resources, I’m going to go out on a limb and claim there’s the potential for a nationwide technology partnership with the government to automatically provide a usable bandwidth upgrade directly to every family with a student in TK though higher education. But, before the nationwide roll out, it would start small scale.

Second one:
The Problem: First-generation students’ sense of belonging and confidence (regarding both academics and campus resources and support).
Plan: Pilot test an opt-in, credit-based semester-long orientation course and corresponding peer mentorship program for incoming first-generation students. Perhaps a course that meets twice a week – once as a group with a first-generation faculty member and/or administrator to discuss available resources and talk through challenges, and once as a one-on-one or small group meeting between students and their upper-class peer mentor to help foster community and connections.
Implementation: Develop a Non-Equivalent Groups Design (NEGD) with our enrolled students (target population) and a control group of first-year, first-generation students who did not enroll in the pilot course. Ideally, we would be able to identify control group members with backgrounds similar to our target population. We would also have to consider the possible influence of factors like selection bias since this is an opt-in program.
Data Analysis: Develop measures to test sense of belonging and academic confidence (perhaps scales would be valuable here?). Administer a pre-test to both the target population and the control group after first-year orientation for all students has taken place. Administer a post-test to both groups at the end of the first semester. After analyzing the results of the pre- and post-tests, hold focus groups with both the target population and the control group to discuss what specific aspects of the pilot program may have contributed to the results. A textual analysis of focus group transcripts can help provide insights.

Expectations/Hypothesis/Next Steps: The hopes and expectations are that the target population will report a greater sense of belonging and a greater sense of academic confidence and knowledge of campus resources than the control group. If this proves the case, the next step would be to scale the program up to include more or all first-year first-generation students (incorporating any feedback from our focus groups). If this is not the case, the next step would be to redesign the pilot program incorporating focus group feedback and do another small-group test.
Plan: All students should have access to a solid bandwidth connection to take part in online learning. The change idea would be to provide each student with an upgraded internet connection. A school would start with one grade, and identify all students that require internet.
Predictions: Some students’ bandwidth will be sufficient, others will not. Factors of # of students in a home could affect this. But at minimum, all students would be on a similar starting point with their technology and ability to sign into virtual learning. Other predictions could relate to living conditions and communication.
Test the Change: Perhaps track student attendance, video camera abilities, and ability to open up zoom, software, and screen share.
Do: Roll out the new bandwidth levels for each student in the selected grade. Collect information on student attendance. Also create a survey to understand how families, students, and teachers feel about the new connection, thus providing feedback.
Analysis: What did the surveys say? Were there consistencies or variations between the teacher, student, and guardian perspective?
Next Steps: If the access to increased bandwidth worked over a period of time, a school could consider expanding this to more grades. Creating a feedback system for immediate help, concerns, or person to go out and address a tech issue would need to be implemented. This would be a step that takes place after several iterations of the cycle as it continues to expand.

Third one:
Problem: Lack of parent engagement in regular communication with teachers

Plan: Improve communication and engagement between parents and teachers in PreK-2 classrooms. Teachers will…

Send out weekly updates on student behavior, participation, and concerns/praises along with additional comments
Send bi-monthly class newsletter highlighting learning objectives and any important details for the upcoming month (e.g. days off, school or classroom activities, etc.)
Link notifications for weekly and bi-monthly communications to parent emails for mobile access

Implementation: Implement weekly student updates and bi-monthly class newsletter via student LMS (e.g. Seesaw or Dojo) to encourage and document the flow of parent engagement/communication with teachers
Analysis: Survey parents at back-to-school night to see if they are interacting with the LMS, are familiar with updates and newsletters, and receiving communications via email (I’m not sure about this)
Expectation: Parents receive communications however they’re more likely to read child’s weekly updates than bi-monthly newsletters. This expectation is based on common parent questions received via email about classroom/school activities that were explicitly mentioned in newsletters.

Next steps: How can we get parents to actively read through an entire bi-monthly newsletter?

Shorten newsletter and decrease cognitive load by making it more visually appealing and digestible (bullet points, important details highlighted, etc.)

Download data on a company’s stock history. From this data, create scatterplots, histograms, and calculate the mean, median, mode, and standard deviation of some data points. Write a 3-5-page report including the graphs and descriptive statistics you have created.Business analytics techniques are used to facilitate decision making by transforming large amounts of raw data into meaningful information. Many businesses rely on analysis of relevant historical data to make key strategic and operational decisions. Therefore, understanding how to use techniques such as graphical representation and descriptive statistics to translate raw data into useful information can be a valuable skill in an organization.In this assessment and the next, you will have the opportunity to sharpen your analytics skills by locating and interpreting real-life stock data. You have been learning about how to explore data. In this assessment, you will apply those skills by downloading a practical dataset and creating graphical representations of that data. The work you do in this assessment will lay the foundation for future assessments in which you analyze and interpret those graphical representations. Since the purpose of business analytics is to make sense of large quantities of raw data, this assessment helps you develop skills in applying analytics to business contexts by practicing the exploration and display of data.In addition to graphical and tabular summary methods, numeric or quantitative variables and data can be summarized numerically using various techniques of description and display.Descriptive methods, which describe existing data, are also methods for using a subset of the available data to estimate or test a theory about a measurement on a larger group. This larger group is called the population, and the measurement being studied is the parameter. The smaller group, or subset, of the population that is taken in order to make an inference (to make an estimate or test a theory) is referred to as the sample. The measurement taken on that sample is then referred to as the statistic, which is usually the best single-number estimate for the population parameter of interest. Most often, however, the estimate should not be restricted to a single number that would be exactly correct or incorrect. Instead, it is preferable to calculate some range of possible values between which there can be a certain percent confidence that the true population parameter falls. These are referred to as confidence intervals.You are an analyst in a publicly traded company. Your supervisor has asked you to create graphical representations from raw stock data for a company-wide meeting at the end of the quarter.Your RoleYour task is to analyze the stock history of the company and create a scatterplot and a histogram. Then you will calculate mean, median, mode, and standard deviation of the adjusted daily closing stock price and the stock volume.It is your responsibility to turn that data into meaningful information using descriptive statistics.InstructionsSelect a business of which you are a part or in which you have interest and download the raw data on the company’s stock history. Any business that has practical meaning for you is appropriate for this assessment.Follow these steps to locate and download stock history from Yahoo! Finance:Go to Yahoo Finance.Search for and find the stock of the company you have chosen.Click on the “Historical Data” tab. Then select the following settings above the table:Select Time Period of one year.Select “Historical Prices.”Select Frequency as “Daily.”Click Apply.Click on “Download Data.” Go to the bottom of your screen or your Downloads folder to open the Excel file you just downloaded. Open the Excel file. Check to be sure that you have enough lines to show the whole year. If not, reset the settings at the top of the Historical Data chart and try again.Once you are sure that you have a year’s worth of data, save the Excel file.Using the Excel file with the year’s stock data, conduct descriptive analysis as follows:Create a scatterplot of the highest stock price (in the column labeled “High”) against time. Write a sentence explaining the process by which you created this graph.Create a scatterplot of the lowest stock price (in the column labeled “Low”) against time. Write a sentence explaining the process by which you created this graph.Create a histogram of the adjusted daily closing stock price (in the column labeled “Adj Close”). Make sure the histogram is meaningful by adjusting the bin size so you can see the shape of the histogram. Write a sentence explaining the process by which you created this graph.Create a histogram of the stock trading volume (in the column labeled “Volume”). Make sure the histogram is meaningful by adjusting the bin size so you can see the shape of the histogram. Write a sentence explaining the process by which you created this graph.Calculate the mean, median, mode, and standard deviation of the adjusted daily closing stock price. Write a sentence explaining the process by which you calculated these statistics.Calculate the mean, median, mode, and standard deviation of the stock volume. Write a sentence explaining the process by which you calculated these statistics.Prepare a report that you would present to your supervisor, including the following:An APA-formatted title page.A one-page introduction of your chosen company, including the company background and practical business context.A section headed Graphical Representations of Data, in which you include the four graphs you created above and a summary of the processes by which you created each graph.A section headed Descriptive Statistics, in which you include the statistics you calculated above and and a summary of the procedures you followed to calculate the statistics.APA-formatted in-text citations and a corresponding references page. Remember to cite the source of your financial data.Walkthrough: You may view the following media piece to help you understand concepts addressed in this assessment:Using Analytic Techniques to Add Meaning to Data Walkthrough.Additional RequirementsLength: 3–5 pages, double-spaced. Include a title page and the graphical representations of the data selected.Written communication: free of errors that detract from the overall message.EvaluationBy successfully completing this assessment, you will demonstrate your proficiency in the following course competencies through corresponding scoring guide criteria:Competency 2: Use analytic and statistical techniques to make meaning of large quantities of data.Create four different graphical representations of data. Calculate descriptive statistics for two different variables.Summarize the processes by which each graph and statistics were created and calculated.Competency 4: Present the results of data analysis in clear and meaningful ways to multiple stakeholders.Introduce the company and practical business context.Correctly format citations and references using current APA style.Write content clearly and logically with correct use of grammar, punctuation, and mechanics.

Borrowing from Fabe’s discussion of Citizen Kane, look for examples in Spellbound of the same kinds of things – the same, but different.  In other words, how does Spellbound display its own compelling examples of deep focus, narrative innovation, sound design, expressionism, realism, and classical continuity–? (not necessarily all of these, but at least a select few)
Using both the Dirks web pages, and the Visions of Light documentary clip as starting point, comment on some Film Noir aspects of both Citizen Kane and Spellbound—emphasizing similarities and differences.  Think not just on cinematography, but also mood, plot, themes.
.Write a simple reply to others post

Example post:Both films explore the mental states of characters at particular points in their lives and incorporate more distinct and differing perspectives to present the story. In Citizen Kane basically, the whole movie is told in flashbacks from several points of view and an interviewer. Spellbound uses a more unique point of view a bit more sparsely with its use of a very literal first-person perspective of scenes that don’t involve the main leads. Both films incorporate unique on-screen filming techniques to convey information. As Fabe analyses in the writing on a scene in Citizen Kane, the introduction to Ms. Alexander the camera doesn’t follow the reporter/investigator but rather goes over the building through a skylight framing her similarly to the framing of the snow globe in order to create a connection between the two. In Spellbound near the end, the film offers the final first-person perspective which heightens the tension and leads to Murchison killing himself as the gun that the audience sees pointed at Peterson is suddenly turned toward the audience and fired. The presentation keeps the violence regulated, maintains the prior first-person shots in the film, and gets the point across in an atypical way. The film also has a rather short example of deep focus around the one-hour mark in which Peterson moves behind some characters toward another all-in-focus. While the maintenance of focus is unilaterally used in Kane it is not as present in Spellbound.

While I wouldn’t necessarily classify either film as being part of the Noir genre they can present certain characteristics that are similar to the genre as a whole. Their overall themes and plot can be seen as a bit more dreary than your average classical Hollywood film in a similar manner to the Film Noir style of a dreary atmosphere and story. There are examples of both films utilizing a limitation of light to frame their characters as the primary focus. However, in stark contrast to the Film Noir style, Kane has primary use of deep focus maintaining basically everything on screen in focus. In Film Noir there is not only an emphasis on the use of light and shadows but also strong silhouettes and depth of field
Dirks: 1940s, Parts 2, 3, 5

example reply:thank you for sharing to us about how both films used the limitation of light. That was specifically stated in Visions of LIght. The usage of darkness was actually shown in a way to better empshaize the mood and plot of the movies. At first, that’s why i didn’t like Citizen Kane (just at first) because the beginning was so dark, and i coudln’t see! i didn’t understand what was happening. But towards the end of the movie, i see why it was used in that manner, because it revealed SO MUCH, which is almost contradictory because darkness usually hides. 

Watch: Citizen Kane, Spellbound

Post 1
here is the second one:Fabe mentioned that Citizen Kane was highly praised due to its sound design. Fabe states “the richness of the imagery…is further enhanced by the film’s intricately structed sound track, which opened up fresh possibilities of combining sound and image”. I watched Citizen Kane first, and throughout the entirety of the movie, with it’s lows (even at the moments where there would only BE SOUND that plays) to the high crescendos of the movie, it really brings the audience member along the moods throughout the history of Charles Kane. I noticed HOW HUGE the sound was for Spellbound. The soundtrack was so well done, that there were moments that I was SO SCARED watching it but I was watching it in the middle of the day. Especially towards the end in the scenes where we’re trying to figure out if fake Edwardes was trying to figure out; there was the scene they were skiing down TOGETHER, and his EERIE look AT DR. PETERSON with the sound, I was ready to jump out of my seat, because I swore at that moment that “Edwardes” was gonna kill her, but really he saved her right at the end of the cliff. Sound was HUGE for both of tehse movies, and they did fantastic jobs in the soundtrackAs well, the narrative innovation so very intriguing. Honestly, I didn’t think that I would like these two movies right at the beginning, but they both got so juicy during it solely because of the perspectives that the audience has. Fabe states, “the way the story is told, in flashback through the eyes of SIX NARRATORS, brought complexity and ambiguity to film narrative”. It’s so different from the previous Hollywood films, because the audience would have that “omnipotent” understanding of what was happening in the movie, like His Girl Friday. but because we have different “narration perspectives”, in CItizen Kane it was all of the people who told stories about Charles Kane and his life, and even in Spellbound, it was interesting to hear fake “Edwardes” stories (like his weird dreams), and even to see towards the end how Murchison killed himself, with the view point of the gun (firstly pointing at Constance then back at him). So very eerie to me, because when the gun shot (essentially, it was pointing at us), i got so scared. 
Post 2
second one exampe reply: I thought the choice to tell the story of Citizen Cane through the perspectives of so many different characters weaving the tale of his life together was awesome! It’s so different than a lot of other films, especially older films up until this point. I’ve seen it done in some things in the past but this was maybe the first time it was done on film, and probably the inspiration for the other films I’ve seen that took this approach with its storytelling. Having an unreliable narrator really opens up a story, it makes it feel more up for interpretation and it makes it easy for the filmmakers or storytellers to mislead the audience or surprise us with certain truths or perspectives we may not expect as we might if the story was being told from a more omnipotent point of view. Throughout the film, we are lead to believe that Rosebud must be so important, that we have to find out what it means from one of these people, and that somehow that will be the climactic moment of the film, the “big reveal”. We are able to find out what it means, and we do get a reveal, but it happens in such a way where we have already been told that, in fact, it doesn’t matter, or shouldn’t matter; that in the end the story was really about the complexities of a life, or life itself, and how you no one can ever really know someone truly, except themselves.