Moses and his friends enjoy the first day of school at their special school for the deaf and hard of hearing, where they use sign language to talk to each other.

Find out what goes on behind the staffroom door, join in at playtime, see what is in the mysterious lost-property box, go on the school trip, and discover what teachers do in their spare time - and that’s just the beginning of the school adventure in this brilliant collection of poems from the hugely talented Brian Moses.

One man’s quest to find the oldest Bible scrolls in the world and uncover the story of the brilliant, doomed antiquarian accused of forging them. In the summer of 1883, Moses Wilhelm Shapira—archaeological treasure hunter and inveterate social climber—showed up unannounced in London claiming to have discovered the oldest copy of the Bible in the world. But before the museum could pony up his £1 million asking price for the scrolls—which discovery called into question the divine authorship of the scriptures—Shapira’s nemesis, the French archaeologist Charles Clermont-Ganneau, denounced the manuscripts, turning the public against him. Distraught over this humiliating public rebuke, Shapira fled to the Netherlands and committed suicide. Then, in 1947 the Dead Sea Scrolls were discovered. Noting the similarities between these and Shapira’s scrolls, scholars made efforts to re-examine Shapira’s case, but it was too late: the primary piece of evidence, the parchment scrolls themselves had mysteriously vanished. Tigay, journalist and son of a renowned Biblical scholar, was galvanized by this peculiar story and this indecipherable man, and became determined to find the scrolls. He sets out on a quest that takes him to Australia, England, Holland, Germany where he meets Shapira’s still aggrieved descendants and Jerusalem where Shapira is still referred to in the present tense as a “Naughty boy”. He wades into museum storerooms, musty English attics, and even the Jordanian gorge where the scrolls were said to have been found all in a tireless effort to uncover the truth about the scrolls and about Shapira, himself. At once historical drama and modern-day mystery, The Lost Book of Moses explores the nineteenth-century disappearance of Shapira’s scrolls and Tigay's globetrotting hunt for the ancient manuscript. As it follows Tigay’s trail to the truth, the book brings to light a flamboyant, romantic, devious, and ultimately tragic personality in a story that vibrates with the suspense of a classic detective tale.

Opening the Books of Moses presents an introduction to the first five books of the Bible. It is written for any student engaged in the scholarly study of these most central of biblical texts. The aim throughout is to examine the books with a view to illuminating the ideas, beliefs and experiences of the time. This broad overview provides: a survey of the current state of Pentateuchal research; an analysis of how the texts were shaped by their time and audience; an outline of Jewish areas in the Persian period; the study concludes with an analysis of key concerns in the study of the Pentateuch, notably the Torah, geography, ethnicity, the nature of Yahweh and other deities, theories of cult, treaties and oaths, and Moses himself.

Isaac Millman tells Moses Goes to a Concert in pictures and written English, and in American Sign Language (ASL), introducing hearing children to the signs for some of the key words and ideas. Moses and his school friends are deaf, but like most children, they have a lot to say. They communicate in American Sigh Language, using visual signs and facial expressions. This is called signing. And even though they can't hear, they can enjoy many activities through their other senses. Today, Moses and his classmates are going to a concert. Their teacher, Mr. Samuels, has two surprises in store for them, to make this particular concert a special event. You can learn sign language, too! At the end of the book are two full conversations in sign language and a page showing the hand alphabet.

In this groundbreaking study, Susan Handelman examines the theological roots of the modern science of interpretation. She defines current structures of thought and patterns of organizing reality, clearly distinguishes them from previously reigning Hellenic modes of abstract thought, and connects them with important elements of the Rabbinic interpretive tradition. Hers is the first comprehensive treatment of the undeniable, and undeniably significant, influence of Jewish religious thought on contemporary literary criticism. Dr. Handelman shows how they provide a crucial link among several of the most influential modern theories of textual interpretation, from Freud to the Deconstructionist School of Lacan and Derrida, as well as current literary theorists who revive Rabbinic hermeneutics, such as Harold Bloom and Geoffrey Hartman.

The remarkable story of the Algebra Project, a community-based effort to develop math-science literacy in disadvantaged schools—as told by the program’s founder “Bob Moses was a hero of mine. His quiet confidence helped shape the civil rights movement, and he inspired generations of young people looking to make a difference”—Barack Obama At a time when popular solutions to the educational plight of poor children of color are imposed from the outside—national standards, high-stakes tests, charismatic individual saviors—the acclaimed Algebra Project and its founder, Robert Moses, offer a vision of school reform based in the power of communities. Begun in 1982, the Algebra Project is transforming math education in twenty-five cities. Founded on the belief that math-science literacy is a prerequisite for full citizenship in society, the Project works with entire communities—parents, teachers, and especially students—to create a culture of literacy around algebra, a crucial stepping-stone to college math and opportunity. Telling the story of this remarkable program, Robert Moses draws on lessons from the 1960s Southern voter registration he famously helped organize: “Everyone said sharecroppers didn't want to vote. It wasn't until we got them demanding to vote that we got attention. Today, when kids are falling wholesale through the cracks, people say they don't want to learn. We have to get the kids themselves to demand what everyone says they don't want.” We see the Algebra Project organizing community by community. Older kids serve as coaches for younger students and build a self-sustained tradition of leadership. Teachers use innovative techniques. And we see the remarkable success stories of schools like the predominately poor Hart School in Bessemer, Alabama, which outscored the city's middle-class flagship school in just three years. Radical Equations provides a model for anyone looking for a community-based solution to the problems of our disadvantaged schools.