For the next five questions match the infection with its associated characteristic:

All of the following pertain to poliomyelitis except:

The most common type of virus leading to rhinitis is:

Spongiform encephalopathies are:

Acute endocarditis is most commonly contracted through:

For the next five questions match the disease with its characteristic, defining symptom:

Which drugs interfere with the action of an HIV enzyme needed for final assembly and maturation of the virus?

For the next 5 questions match the disease with its primary virulence factor:

The beauty of specific immunity is the production of ____ that provide long-lasting protection.

Connection and Trauma: Baldwin and Morrison In “Sonny’s Blues” and “Recitatif,” James Baldwin and Toni Morrison explore the deep, often painful bonds between individuals who are separated by lifestyle, race, or trauma. Based on your reading, show how you arrived at your understanding of how one of these authors uses a specific motif (such as music, childhood memory, or shifting dialogue) to either bridge the gap between characters or highlight the impossible distance between them. Fractured Realities: Updike, Silko, and Cisneros The protagonists in John Updike’s “Separating,” Leslie Marmon Silko’s “Lullaby,” and Sandra Cisneros’s “Woman Hollering Creek” all face profound fractures within their families, traditions, or physical safety. Choose two of these stories and compare how the protagonists navigate their shifting realities. Show how specific symbols, settings, or cultural borders in these texts helped you form an informed position on the characters’ ultimate sense of loss or liberation. Creative Synthesis: Teaching and Translating Prose For your Journal #4 assignment, you synthesized the readings of Baldwin, Morrison, Updike, Silko, and Cisneros through a creative medium (a lesson plan, video lecture, artistic project, or playlist). Describe the project you created and explain how your chosen medium allowed you to capture an essential theme from at least two of these authors. Show how the process of translating the literature into this alternative format deepened your analytical understanding of the texts. The CRIT Method and Post-1945 Poetry For the poetry assignment, you were assigned a single post-1945 poet (such as Gwendolyn Brooks, Sylvia Plath, Elizabeth Bishop, etc.) and asked to apply the CRIT method. Identify the poet and poem you were assigned, and show how applying the CRIT method helped you uncover a deeper layer of meaning within the text. Detail how your analysis of a specific line or literary device led to your informed position on the poem’s core message. The Visual Arc: Your Photographic Journal Your final project required you to create a visual Photographic Journal representing the entire arc of American Literature II, connecting the past to the present. Select one photograph you conceptualized or took that represented a post-1945 author from this final unit (Baldwin, Morrison, Updike, Silko, Cisneros, or your assigned poet). Show how the specific visual elements and framing of your photograph effectively translated the historical, religious, or philosophical context of that author’s work into a modern visual narrative.