This illustrated edition retains Willy Pogany's original drawings. Master storyteller Padraic Colum's rich, musical voice captures all the magic and majesty of the Norse sagas in his retellings of the adventures of the gods and goddesses who lived in the Northern paradise of Asgard before the dawn of history. Here are the matchless tales of All-Father Odin, who crosses the Rainbow Bridge to walk among men in Midgard and sacrifices his right eye to drink from the Well of Wisdom; of Thor, whose mighty hammer defends Asgard; of Loki, whose mischievous cunning leads him to treachery against the gods; of giants, dragons, dwarfs and Valkyries; and of the terrible last battle that destroyed their world. These ancient stories from Northern Europe, which make up one of the great myth cycles of Western civilization, spring to life in The Children of Odin. The late Padraic Colum was a poet, playwright, founder of the Irish Review and a leader of the Irish Renaissance, but he is perhaps best known today for his outstanding books for children. He was awarded the Regina Medal in 1961 for his "distinguished contribution to children's literature," honoring works like The Children's Homer, The Golden Fleece (a Newbery Honor Book), The Arabian Nights, The King of Ireland's Son and Roofs of Gold.

Educational Leadership: Building Bridges Among Ideas, Schools, and Nations breaks new ground by connecting many ideas to educational leadership that have traditionally been discussed as part of leaders' contexts by connecting them and showing how international issues can unite scholars and educators in action. The book draws on the authors' extensive experiences in U.S. public schools, research in the field of educational leadership, and programmatic practices to prepare school leaders to commit themselves to social justice. The book provides a forum for this important work in the ongoing conversation about equity and excellence in education, and the role(s) leadership can assume in building bridges among ideas, people, and educational organizations. Chapters center on creating spaces for vigorous dialogue. Authors call upon scholars and practitioners to reconsider their intent to empower those who live on the margins. The dynamic approaches discussed throughout the book urge school leaders, teachers, school community members, and those who prepare administrators to look within and build bridges between themselves and those they serve.