In Classic Bengals, authors Steve Watkins and Dick Maloney tell the stories of the 50 greatest games in Bengals history — along with the stories behind the games. Their choices are sure to spark much interest, and argument, among the legions of loyal Bengals fans.

They set the stage for each game, detail the big plays, stunning comebacks, and fantastic finishes and paint a picture that makes fans feel as though they’re at the game. They include comments from players and coaches while also listing the scoring details and statistics of each game.

In this expansive anthology, Susan Stagno and Michael Blackie assemble an insightful group of contributors to discuss the ways in which medical professionals can powerfully engage with their students through a variety of literary texts. Examples as diverse as Charles Bukowski, Leo Tolstoy, William Carlos Williams, Sherwood Anderson, Mary Shelley, Stephen King, the comic strip Pearls Before Swine, and the sayings of Buddha will provide both teachers and students a rich cache of stories for discussion and inspiration.

Captured on October 11, 1863, James Riley Weaver, a Union cavalry officer, spent nearly seventeen months in Confederate prisons. Remarkably, Weaver kept a diary that documents 666 consecutive days of his experience, including his cavalry duties, life in a series of prisons throughout the South, and his return to civilian life. It is an unparalleled eyewitness account of a crucial part of our history.

George Gordon Meade has not been treated kindly by history. Victorious at Gettysburg, the biggest battle of the American Civil War, Meade was the longest-serving commander of the Army of the Potomac, leading his army through the brutal Overland Campaign and on to the surrender of Robert E. Lee and the Army of Northern Virginia at Appomattox. Serving alongside his new superior, Ulysses S. Grant, in the last year of the war, his role has been overshadowed by the popular Grant. This first full-length study of Meade’s two-year tenure as commander of the Army of the Potomac brings him out of Grant’s shadow and into focus as one of the top three Union generals of the war.

What is it like to be a student nurse? What are the joys, the stresses, the transcendent moments, the fall-off-your-bed-laughing moments, and the terrors that have to be faced and stared down? And how might nurses, looking back, relate these experiences in ways that bring these memories to life again and provide historical context for how nursing education has changed and yet remained the same?

In brave, revealing, and often humorous poetry and prose, Learning to Heal explores these questions with contributions by nurses from a variety of social, ethnic, and geographical backgrounds. Readers meet a black nursing student who is surrounded by white teachers and patients in 1940, a mother who rises every morning at 5 a.m. to help her family ready for their day before she herself heads to anatomy class, and an itinerant Jewish teenager who is asked, “What will you become?” These individuals, and many other women and men, share personal stories of finding their way to nursing school, where they begin a long, often wonderful, and sometimes daunting, journey.

After clearing Virginia’s Shenandoah Valley of Federal troops, Gen. Robert E. Lee’s bold invasion into the North reached the Maryland shore of the Potomac River on June 15, 1863. A week later, the Confederate infantry crossed into lower Pennsylvania, where they had their first sustained interactions with the civilian population in a solidly pro-Union state. Most of the initial encounters with the people in the lush Cumberland Valley and the neighboring parts of the state involved the men from the Army of Northern Virginia’s famed Second Corps, commanded by Lt. Gen. Richard S. Ewell, who led the way as Lee’s veteran soldiers advanced north toward their eventual showdown with the Union army at the crossroads town of Gettysburg.

The book states plainly that both its speaker and the speaker’s mother have suffered near-deadly head injuries (“when I woke up in the hospital thirty years after you did,” “my head: / rotting pear”), resulting in loss of memory. However, rather than let a taxonomy like “family curse” sit unquestioned, Green writes toward the fugues (i.e., the condition of having one’s identity questioned) by making a kind of fugue (i.e., interweaving song). Johnathan Culler writes that “the fundamental characteristic of the lyric . . . is not the description and interpretation of a past event, but the iterative and utterable performance of an event in the lyric present, in the special ‘now’ of lyric articulation.” The lyric in Fugue Figure allows the unspeakable past to be uttered in the lyric present, and the form of diptychs and triptychs through the book place disparate lyric utterances together on the same page. While lyric addresses allow the reader to reach toward the speaker’s unknowns, the triptychs and diptychs allow the reader to reach toward the unnamable place between left and right signifiers, both adding to the vital enigma of the poems.

Teaching Hemingway and Race provides a practicable means for teaching the subject of race in Hemingway’s writing and related texts—from how to approach ethnic, nonwhite international, and tribal characters to how to teach difficult questions of racial representation. Rather than suggesting that Hemingway’s portrayals of cultural otherness are incidental to teaching and reading the texts, the volume brings them to the fore.

The Old Man and the Sea is a deceptively simple work. An old man goes fishing. He catches a giant marlin after much struggle. Sharks attack and destroy the fish. The old man is left with the bare bones of the fish—a Monday morning “fish story.” But much lies beneath the surface. The action is condensed and presented in carefully crafted images, in words and details selected because of their multivalent meanings, and in several external narrative strands, present primarily as allusions and echoes.

This collection of previously unpublished diaries and correspondence between Maj. William Medill and older brother Joseph, one of the influential owners of the Chicago Tribune, illuminates the Republican politics of the Civil War era. The brothers correct newspaper coverage of the war, disagree with official military reports, and often condemn Lincoln administration policies. When shots were fired at Fort Sumter, the Medills mobilized, unaware how their courage would be tested in the coming years.