It's upsetting to see the aftermath of a natural disaster. All too often, we see news about tornadoes, hurricanes, typhoons, and other forces of nature killing people, destroying homes, and devastating entire towns.
If you want to reach out and help, here are several ways to do so:
But what if you can't afford to make a donation? Helping doesn't have to mean spending money. Here are some other things you can do:
It's also important to deal with your own feelings when you see people hurt by tragedy. Talking to parents, teachers, and friends about what you see and how you feel can help you deal with the aftermath of disasters like storms and earthquakes.
If you go to school with kids from places that have been affected by disasters, reach out to them and offer support. They may have family members there.
Date reviewed: May 2013
FACTS ON FILE: SCIENCE ONLINE - Presents a broad range of scientific disciplines through extensive definitions, essays, diagrams, biographies, and experiments. If you're using this resources on your home computer, you'll have to enter your name, library card barcode, and PIN to begin.
EBSCOHost GreenFILE - A collection of scholarly, government and general-interest titles covering all aspects of human impact to the environment. Includes content on global warming, green building, pollution, sustainable agriculture, renewable energy, recycling, and more. If you're using this resource on your home computer, you'll have to enter your name, library card barcode, and PIN to begin.
Background on Weather & Climate - A quick look at the science and issues involved in major weather and climate topics, including climate change/global warming, hurricanes, wildfires and more. There is also a collection of interactives and simulations INTERACTIVE on weather, climate, atmospheric science and space weather education, and related learning resources ; High school and up. (2015, UCAR; University Corporation for Atmospheric Research, a consortium of universities).
Billion Dollar U.S. Weather Disasters - A chronological list of weather-related disasters occurring since 1980, with overall damages and costs of $1 billion or more at the time of the event. Includes a short paragraph describing each disaster. Updated through 2016. Also available in Printable PDF Report [Link opens a PDF]. Climatic Extremes and Weather Events is a collection of recent and archived U.S. weather data (such as amounts of precipitation, temperatures, and costs of damage) for various kinds of severe weather, including hurricanes, droughts, and tornadoes. See also Extreme Events. High school and up. (National Climatic Data Center)
Disaster: Know the Facts - This site for kids provides basic descriptions and Printable Fact Sheets for a variety of disasters; middle school and up (2013, FEMA). For more detailed information on the necessary steps to help prepare for and protect yourself before, during, and after a variety of natural disasters and weather emergencies, see Emergency Preparedness & Response NEW! ; high school and up. (U.S. Centers for Disease Control and Prevention)
Forces of Nature Interactive INTERACTIVE - Maps, photos, 3D animations and interactive features to help you learn about earthquakes, volcanoes, tornadoes, and hurricanes through; for grades 6 - 12 (National Geographic Society). Nature Unleashed explores the science, history, and human impact of tornadoes, hurricanes, volcanoes, and earthquakes. Includes an excellent photo gallery (2008, Field Museum). See also Shake, Rattle, and Slide. below.
Jetstream Online Weather School - Lessons about weather, arranged by subject. Covers the basics of large scale weather patterns, thunderstorms, lightning, tropical weather, and more; includes review quizzes for each topic. High school and up. (National Weather Service)
Natural Disasters in the News AUDIO VIDEO INTERACTIVE - In-depth, ongoing news coverage of current and recent disasters & their aftermath. Includes coverage of some past disasters, including the Japan Earthquake & Tsunami of 2011, and hurricanes Katrina & Sandy (Guardian News and Media Limited, UK; site includes advertisements). Times Topics: Disasters also provides ongoing news about disasters and their aftermath. Covers disasters in the U.S. and around the world, with a searchable archive of articles going back to 1981 (New York Times; site includes advertisements). See also Reuters: Natural Disasters (site includes advertisements), and IRIN: Environment & Disasters (United Nations). High school and up.
NOAA Education Resources - Portal for teaching & learning resources on topics including Climate and Weather & Atmosphere. Materials and activities are not grade specific but resources are labeled for grade appropriateness where applicable (2015, National Oceanic and Atmospheric Administration). Additional earth studies resources for teachers and students, grades K-6, may be found at USGS Primary Education Resources ; covers climate change, earthquakes, tsunamis, landslides, volcanoes, wildfires, floods and more. For grades 7-12, see USGS Secondary Education Resources [NOTE: Use the left-hand menus to choose a topic.] (2015, U.S. Geological Survey). For more on Geology & Earth Science, see Science, Math & Technology: EARTH, GEOLOGY, ROCKS & MINERALS .
Owlie's Young Meteorologist Game INTERACTIVE - This game takes you on a severe weather preparedness adventure where you'll encounter lightning, hurricanes, tornadoes, floods and winter storms - all while learning about severe weather science and safety. For middle school students. (2012, National Weather Service and Planit Now)
Riding the Winds with Kalani: A Weather Adventure AUDIO - This site explains basic weather concepts, including earth movements, seasons, temperature, clouds, precipation, and more; for elementary school students. Treehouse Weather Kids AUDIO INTERACTIVE provides basic information on weather topics such as winds, moisture, air pressure, seasons, and storms; for middle school students. (2008 - 2009, University of Illinois Extension)
SciJinks: Weather VIDEO INTERACTIVE - This fun site teaches you about weather, hurricanes & storms, clouds, water, & ice, tides & oceans, atmosphere, seasons, and more; middle school and up (2016, NASA & NOAA). See also Web Weather for Kids. for elementary and middle school students (2013, UCAR; University Corporation for Atmospheric Research, a consortium of universities).
Severe Weather - Questions and answers about tornadoes, thunderstorms, lightning, hurricanes, floods, winter weather and hail, plus related materials. For students and teachers, K-12 (National Oceanic & Atmospheric Administration; date unknown). Severe Weather & Natural Disasters offers online lessons about volcanoes, earthquakes, hurricanes, winter storms and tornadoes. Includes information, experiments, eyewitness accounts and more. For middle school students. (2004, Scholastic Inc.; site includes advertisements)
Shake, Rattle, and Slide AUDIO INTERACTIVE - Designed to teach 5-8 year olds about how forces on and inside the earth work to shape our world, producing earthquakes, volcanoes and glaciers. Includes animations and learning activities (University of Illinois Extension; date unknown). Geology: Hazards provides an in-depth look at earthquakes, volcanoes, and landslides - what they are, why & where they happen, how they are measured, and more. High school and advanced middle school students (2011, British Geological Survey). For more on Geology, Plate Tectonics, and related hazards, see also Science, Math & Technology: EARTH, GEOLOGY, ROCKS & MINERALS .
Weather vs. Climate - A brief overview of the difference between climate and weather. Middle school and up (2015, NASA & NOAA).
Weather Dude: Weather Basics for kids AUDIO - Lessons about the weather, chapter-by-chapter. with songs! Elementary & middle school (2014; by Weather Channel meteorologist Nick Walker).
Weather Guys (Why Files) [NOTE: Archived page] - Answers to common questions about the weather, such as What is Groundhog Day and do the forecasts work? What is the jet stream? Do abundant snowstorms suggest global warming is not occurring? Why do bridges ice before the road. and many others. (2010 - 2013, University of Wisconsin)
Weather Images [NOTE: Click on 'LARGE' under any image to see the full-size picture] - Photos and satellite images showing a wide variety of weather conditions (American Geosciences Institute; site includes advertisements). Earth Observatory provides images of recent disasters, seen from space (2015, NASA). 20 Striking Natural Disasters offers stunning photos of natural disasters which occurred over the past century, from the 1906 San Francisco earthquake to the 2011 Japanese earthquake and tsunami (United Press International, Inc.; site includes advertisements).
Weather Satellites UPDATED LINK! VIDEO - Weather satellites produce images and data that are important for predicting where and when tropical storms, hurricanes, floods, ocean storm waves, and forest fires may strike. This site offers information about the different types of environmental satellites and how they work, as well as related Education Resources ; middle school and up (2016, National Oceanic & Atmospheric Administration). See also SciJinks: Satellites and Technology ; middle school and up (2016, NASA & NOAA).
Weather Warehouse - 'Historical monthly weather data for over 18,000 current and former United States weather stations for every year that each station reported.' High school and up. (Weather Source, LLC)
Wild Weather Adventure! INTERACTIVE - 'Play the Wild Weather Adventure game. Your weather research blimp will explore Earth and its weather. With luck, skill, and strategy, you will race other weather research blimps to be first to travel all the way around the world and win the game. You can play with your friends or by yourself with a computer opponent.' Middle school and up. (2006, NASA)
Climate Change: A Student's Guide VIDEO - Explains the basics of climate and climate change, possible impacts of global warming, and actions individuals can take to slow global warming; for middle school students (2016, U.S. EPA). See also Climate Kids VIDEO INTERACTIVE (2016, NASA); middle school and up. For more advanced students, EPA's Climate Change page offers in-depth information and news (2016, U.S. EPA). Climate Change: How Do We Know? VIDEO INTERACTIVE examines the latest evidence, causes, and effects of global climate change. Includes graphs, diagrams, videos, and interactive quizzes; high school and up (2016, NASA). What We Know VIDEO offers several short videos of climate experts talking about climate change; high school and up (2014, American Association for the Advancement of Science).
Climate Literacy: The Essential Principles of Climate Science - Printable (PDF) guide explains the basic principles of climate science, the impacts of climate change, and approaches for adapting to and mitigating change. Also offers a summary of Key Findings on Climate Change from the third National Climate Assessment Report of 2014. High school and up (2014, U.S. Global Change Research Program, a government initiative which coordinates the climate research of thirteen federal departments and agencies).
Discovery of Global Warming / Climate Change UPDATED LINK! - 'A history of how scientists came to (partly) understand what people are doing to cause climate change.' This overview includes links to more detailed information. High school and up. (2008, Scientist/Author Spencer Weart and American Institute of Physics)
Explore Climate Change in Google Earth VIDEO [NOTE: To view maps in 3D you need the Google Earth Plugin] - 'Explore the potential impacts of climate change on our planet Earth and learn about solutions for adaptation and mitigation, in the context of the United Nation's Climate Conference (COP15) in Copenhagen.' Includes presentations by Al Gore, Jane Goodall, Arnold Schwarzenegger, Greenpeace and others. (2012, Google)
Greenhouse VIDEO INTERACTIVE - A basic introduction to how and why our climate is changing (2016, NASA). Elementary and middle school.
Learn More About Climate VIDEO - A collection of short videos, lessons, and other resources & tools designed to increase your knowledge and understanding about climate change; mostly for high school and up. (2016, University of Colorado)
Teaching Climate VIDEO INTERACTIVE - Reviewed educational resources on climate and energy. You can browse resources by type or topic, or search by grade level. The same site also offers climate maps & data, climate news, and related resources; use the tabs to navigate. (2016, Climate.gov and National Science Digital Library)
Understanding Climate Change VIDEO - Answers to FAQ about the state of Earth's climate, impacts on the environment, and related information & news. Middle school and up. (2014 - 2016, University Corporation for Atmospheric Research, a consortium of universities)
Weather Extremes in a Changing Climate UPDATED LINK! - 'Devastating climate and weather-related events recorded in recent years have captured public interest. This brochure provides a sample of extreme events for the past decade (2001-2010). and reviews whether these extreme events are consistent with scientific assessments of climate.' High school and up. (2011, World Meteorological Organization)
Acid Rain - Explains what acid rain is, what causes it, why it is harmful, and possible solutions. Includes games and activities. Middle school and up. (2016, U.S. EPA)
Air Quality Index for Kids - Basic introduction to air pollution and health; for elementary and middle school students. (2016, U.S. Environmental Protection Agency)
Avalanches - Basic snow avalanche facts, black & white photos. Middle school and up. (2012, National Snow and Ice Data Center)
Blizzards and Snowstorms - The history of blizzards and snowstorms in the U.S. invention of the snowplow, major blizzards of the 19th and 20th centuries, and more. Middle school and up (2012, National Snow and Ice Data Center). Elementary and middle school students, see How Do Blizzards Form? (2005, UCAR; University Corporation for Atmospheric Research, a consortium of universities) or Blizzards & Winter Weather (2013, UCAR). See also Extreme Cold and Wind Chill [Link opens a PDF] (2013, National Weather Service).
Clouds - Explains different types of clouds, how clouds form, and how they can affect our lives; for elementary and middle school students (2012, University Corporation for Atmospheric Research, a consortium of universities).
Cryosphere - The term 'cryosphere' refers to those parts of the earth where water is in solid form, including snow cover, glaciers, icebergs, ice caps, ice sheets, seasonally frozen ground and perennially frozen ground (permafrost). This site offers 'a range of information about Earth's snow and ice, from comprehensive 'All About' sections to quick facts on popular snow and ice topics.' A page on the current State of the Cryosphere provides an overview of the status of snow, ice, and permafrost as indicators of climate change. Middle school and up (2015, National Snow and Ice Data Center). See also Glaciers. below.
Drought for Kids VIDEO - Explores the causes and effects of drought, plus maps, graphs, games, puzzles, and more; middle school and up (2010 - 2016, University of Nebraska). Drought: A Paleo Perspective focuses on the historic and economic aspects of drought. High school and up (2003, National Oceanic & Atmospheric Administration).
Earthquakes for Kids - Earthquake FAQs, history, science project ideas, recent earthquakes, photos, and more; middle school and up. The USGS also offers links to additional learning materials on earthquakes at the elementary, middle school, high school, and college levels. (2012 - 2016, U.S. Geological Survey)
El Niño & La Niña UPDATED LINK! VIDEO - Facts about El Niño and La Niña, including FAQs, impacts, current status and forecasts, with images & YouTube videos; high school and up (1998 - 2016, National Oceanic & Atmospheric Administration).
Fire: Wildfires, Weather & Climate - Explains what shapes a wildland fire, the smoke & toxins it produces, and the effects of climate change and people & development on wildfire risks; high school and up (2012, University Corporation for Atmospheric Research, a consortium of universities). Fire Wars INTERACTIVE looks at how firefighters battle wildfires. Includes the basics of combustion, specialized gear, glossary of fire terms, wildfire simulator, and more; high school and advanced middle school students (2002, PBS; site includes advertisements).
Floods & Flood Plains and Flood FAQs - Basic facts and information about floods; middle school and up (2001 - 2016, U.S. Geological Survey). For recent news on floods, see Times Topics: Floods VIDEO ; scroll past 'Chronology of Coverage' to get to the latest news (New York Times; site includes advertisements).
Glaciers - Tracks the birth, forward movement, and retreat of a glacier, or moving ice sheet; elementary school and up (National Snow and Ice Data Center; date unknown). See also Questions and Myths about Glaciers (2011 - 2016, U.S. Geological Survey). See also Cryosphere. above.
Heat: A Major Killer - This overview explains the impacts of excessive heat, how it affects human health & the economy, heat wave hazards, and heat wave safety. High school and up. (2013, National Weather Service)
Hurricanes - Explains how hurricanes form; for elementary & middle school students. There is also an alternate version of this page (2005 - 2013, University Corporation for Atmospheric Research, a consortium of universities). See also How Do Hurricanes Form? VIDEO (2016, NASA). For elementary and middle school students. Hurricanes, Typhoons, Cyclones offers information for high school and up (2013, University Corporation for Atmospheric Research, a consortium of universities).
Landslides and Mudslides UPDATED LINK! - Briefly explains the causes of landslides and 'debris flows', areas at risk, possible health effects, and how to protect yourself. Includes links to more information. Middle school and up. (2014, U.S. Centers for Disease Control)
Monsoon Systems - An overview explaining what monsoons are, where they occur, and their impacts. High school and advanced middle school students. (2012, North Carolina State University)
Oil Spills - Find out about how spills happen, clean up methods, and environmental impact, and read about the Exxon Valdez spill and other large oil spills. Includes some experiments to try yourself! Elementary school and up (2016, National Oceanic and Atmospheric Administration). See also Gulf of Mexico Oil Spill (2010) and related links, below.
Sinkholes - Explains how sinkholes form, the different types of sinkholes, and where they can be found. Includes map, diagrams, and two photos. Middle school and up (2007 - 2016, U.S. Geological Survey). See also Sinkholes: When the ground collapses! [NOTE: Archived page] (2013; Whyfiles, University of Wisconsin)
Thunderstorms and Lightning - Explains how thunderstorms and lightning happen; for elementary and middle school students. There are alternate versions of these pages. (2005 - 2012, University Corporation for Atmospheric Research, a consortium of universities)
Tornadoes: WhyFiles VIDEO INTERACTIVE [NOTE: Archived page] - Explores the whys and hows of tornadoes, with lots of images. Click on the first snapshot to get started. For middle school and up (2014, University of Wisconsin). How Do Tornadoes Form? or the alternate version explains tornadoes and shows you how to make a Tornado! Suitable for elementary and middle school students (2005 - 2013, University Corporation for Atmospheric Research, a consortium of universities).
Tsunami Facts - Explains what a tsunami is, the physics of tsunamis, how tsunamis are measured, and more; high school and up (Commonwealth of Australia). See also Earthguide: Tsunami Basics ; middle school and up (2005, University of California) and More on Tsunamis (2011, University of Washington).
Volcano World - An extensive website on volcanoes; includes volcano news, images and video. Use the horizontal menu bar (Volcanoes, Learn More, Kids Only, FAQs, Glossary, etc.) to navigate. Age level varies (2015, Oregon State University). See also Volcano FAQ UPDATED LINK! [Link opens a PDF] and Volcano Hazards (2011 - 2016, U.S. Geological Survey). Earth Observatory: Volcanoes offers amazing satellite photos of active volcanoes from 2000 through the present (NASA).
Water Cycle - 'Earth's water is always in movement, and the water cycle, also known as the hydrologic cycle, describes the continuous movement of water on, above, and below the surface of the Earth.' Choose a topic from the diagram or text links to learn more about the water cycle. Middle school and up (2004 - 2016, U.S. Geological Survey).
NOTE: For events which are more recent than Hurricane Sandy (or for other events not listed here), please see Natural Disasters in the News and related links, and Billion Dollar U.S. Weather Disasters. above.
Chernobyl (1986) - In 1986, a major nuclear power accident occurred in Ukraine, then part of the Soviet Union. This site gives a description of the accident and its consequences (United Nations Scientific Committee on the Effects of Atomic Radiation).
Chicago Fire of 1871 - Illustrated essays describing the remarkable growth of Chicago in the decades preceding the fire, the fire itself, the immediate aftermath, rescue & relief efforts, and the subsequent reconstruction of the city. Click on any photo to see a larger version. Also includes eyewitness narratives and other special features. High school and up. (2011, Chicago Historical Society and Northwestern University)
Gulf of Mexico Oil Spill (2010): Frontline VIDEO - A full-length video and background material on causes and consequences of the 2010 explosion aboard BP's Deepwater Horizon drilling rig & resulting massive oil spill (2011, Pro Publica and WGBH / PBS; site includes advertisements). Times Topics: Gulf of Mexico Oil Spill (2010) VIDEO has ongoing coverage about the 2010 Spill, including a searchable archive of commentary and articles. See also Gulf Coast Oil Disaster VIDEO (2011, CNN). High school and up. For general information about oil spills, see Oil Spills. above.
Haiti: Rebuilding Haiti NEW! INTERACTIVE - Four years after a terrible earthquake, where is Haiti's reconstruction? What happened to international aid? What is the housing situation? Education? Agriculture? To help you understand the situation, this in-depth multimedia interactive story offers you the experience of rebuilding Haiti. After reading about the on-site realities, you will have a chance to make decisions for the future of the country. What will your Haiti in 2020 look like? You will know at the end of the article, an end exclusively dependent on your choice. High school and up. (2014, The Pixel Hunt et al.; funded by the European Journalism Centre)
Hurricane Katrina: The Storm (2005) VIDEO - This video documentary explores the hurricane and its aftermath; includes related interviews, analysis, timeline, eyewitness accounts and more (2005, WGBH / PBS; site includes advertisements). For more first-hand accounts and images of Katrina, Rita, and Wilma, see Hurricane Memory Bank VIDEO (2005 - 2012, George Mason University et al.). For ongoing coverage about Hurricane Katrina and its aftermath, including a searchable archive of commentary and articles, see Times Topics: Hurricane Katrina (New York Times; site includes advertisements).
Hurricane Sandy (2012) VIDEO [NOTE: Type 'Sandy ' in the search box to find all resources] - Coverage of the hurricane / 'superstorm' that battered the mid-Atlantic U.S. in October 2012, causing massive flooding and damage (New York Times; site includes advertisements). For the latest news, see also Sandy Recovery (2015, Star-Ledger et al.; site includes advertisements). Sandy: New York devastation mapped provides an interactive map with additional photos of the destruction (2012, British Broadcasting Corporation).
Influenza Epidemic of 1918 - See Epidemics on our World History page.
Japan: Earthquake, Tsunami and Nuclear Crisis (2011) VIDEO - News article on the disaster in Japan, with links to videos, photos, and related articles (2011, New York Times; site includes advertisements). See also Japan's Nuclear Emergency VIDEO (2011, Washington Post; site includes advertisements). Japan Tsunami Cleanup VIDEO [Link opens a video] offers video footage of both the tsunami and cleanup efforts (United Nations Environment Programme). The Guardian's Japan Earthquake & Tsunami page provides ongoing coverage of the disaster and its aftermath (2016, Guardian News and Media Limited, UK; site includes advertisments).
Kanto Earthquake of 1923 - Description, newspaper articles, eyewitness accounts and photos of the destructive tsunami and earthquake that hit Japan in September of 1923. High school and up. (2005, Brown University)
London: Great Fire of 1666 UPDATED LINK! [Link opens a PDF] - Explores the causes and impacts of the fire that destroyed four-fifths of the city. Middle school and up. (Museum of London)
San Francisco: Faultline AUDIO [NOTE: Videos on this site are no longer available] - Background information on earthquakes, including causes, prediction, measurement, and damage control, plus a collection of first-hand accounts and photos of the San Francisco Earthquake and Fire of 1906 and the San Francisco Earthquake of 1989 VIDEO (1999 - 2009, Exploratorium Museum of Science). All sites for high school and up.
Seattle Fire of 1889 - A description of the fire, plus 150 photographs. High school and up. (University of Washington)


This article contains nouns that start with I. Nouns starting with I are really useful in your daily life, especially if you use the English language or want to excel in it. It is not only nouns beginning with I, but any noun is needed in every sentence, so the more you know, the better it is for impressing others with your writing.
In order to write an exceptional article or whatever it is that you are trying to write, it is crucial to use advanced words and nouns. These nouns that start with I will help you to expand your vocabulary and write a praiseworthy script. If you memorize these nouns that start with I mentioned here, writing will be a piece of cake for you.
This article contains a list of nouns that start with I, which are unique and fun. You can also use nouns that start with I to describe a person.
Nouns That Start with I You Always Use
If you are in need of some nouns that are commonly used by people, then these nouns that start with I are perfect as they are common and easy to understand as well.
- Definition: frozen water, a brittle transparent crystalline solid
- Synonyms: icicle, glaze
- Example: She scraped the ice off the windscreen.
- Definition: a unit of linear measure equal to one-twelfth of a foot (2.54 cm)
- Synonyms: measurement, length
- Example: The toy train is four inches long.
- Definition: an uncomfortable sensation on the skin that causes a desire to scratch
- Synonyms: tingling, irritation
- Example: I’ve got an itch on the back of my neck.
- Definition: a stupid person
- Synonyms: fool, halfwit
- Example: He is an idiot.
- Definition: a representation of the external form of a person or thing in art
- Synonyms: likeness, resemblance
- Example: Her work juxtaposed images from serious and popular art.
- Definition: money received, especially on a regular basis, for work or through investments
- Synonyms: salary, pay
- Example: He has a nice home and an adequate income.
- Definition: a hard creamy-white substance composing the main part of the tusks of an elephant, walrus, or narwhal, often (especially formerly) used to make ornaments and other articles
- Synonyms: tawny, creamy
- Example: The light, portable ivories would have been particularly attractive as loot.
- Definition: the state or fact of being of great significance or value
- Synonyms: significance, consequence
- Example: This is the importance of a good education.
- Definition: a disease or period of sickness affecting the body or mind
- Synonyms: sickness, disease
- Example: He died after a long illness.
- Definition: the action or process of importing goods or services
- Synonyms: importation, importing
- Example: These are the import of live cattle from Canada.
Nouns That Start with I You Usually Use
These nouns starting with I are used frequently, and so you might already know most of them but keeping them in a list like these is useful. So keep on reading to find out if you know them or not.
- Definition: a skeleton boat or frame on runners propelled on ice, usually by sails
- Synonyms: ice breaker, ice yacht
- Example: Answering the order to pass, the RAV4 Prime picks up the pace like an ice-boat catching a gust, accelerating on the glide.
- Definition: a chilled box or cupboard for keeping something cold, especially food
- Synonyms: refrigerator, freezer
- Example: All samples were kept in an ice-box during delivery to the laboratory, and the experiments were performed as soon as possible.
- Definition: a person or thing that is greatly admired, loved, or revered
- Synonyms: hero, star
- Example: He is a soccer idol.
- Definition: animosity or bitterness
- Synonyms: hostility, enmity
- Example: He didn’t bear his estranged wife any ill-will.
- Definition: an idea, feeling, or opinion about something or someone, especially one formed without conscious thought or on the basis of little evidence
- Synonyms: feeling, sense
- Example: His first impressions of Manchester were very positive.
- Definition: the occurrence, rate, or frequency of a disease, crime, or another undesirable thing
- Synonyms: occurrence, the prevalence
- Example: There have been quite a few incidences of bullying in the school this year.
- Definition: the state of being unable to do something
- Synonyms: incapability, incapacity
- Example: He has an inability to accept new ideas.
- Definition: bad blood
- Synonyms: enmity, resentment
- Example: I had forgotten that there was ill-blood between you.
- Definition: a characteristic mode of expression in music or art
- Synonyms: expression, phrase
- Example: To “have bitten off more than you can chew” is an idiom that means you have tried to do something which is too difficult for you.
- Definition: a mixture of sugar with water, egg white, or butter, used as a coating for cakes or biscuits
- Synonyms: glaze, frosting
- Example: I like chocolate butter icing.
Nouns That Start with I You Often Use
These nouns starting with I are used often in many aspects and so are quite useful as well. Keep on reading in order to increase your vocabulary while finding some new words.
- Definition: a system of ideas and ideals, especially one which forms the basis of economic or political theory and policy
- Synonyms: beliefs, ideas
- Example: The people are caught between two opposing ideologies.
- Definition: the action or state of including or of being included within a group or structure
- Synonyms: incorporation, addition
- Example: They have been selected for inclusion in the scheme.
- Definition: lack of humility or decency
- Synonyms: indecency, immorally
- Example: He had the immodesty to say that his way is the only way.
- Definition: the action of using someone or something as a model
- Synonyms: emulation, copying
- Example: A child learns to speak by imitation.
- Definition: a person or organization that brings goods or services into a country from abroad for sale
- Synonyms: pitcher, shop women
- Example: The EU is the largest importer of agricultural products from developing countries.
- Definition: the way in which each of two or more things is related to the other or others
- Synonyms: interconnection, interrelationship
- Example: The interrelation between industry and agriculture is huge.
- Definition: a person’s natural tendency or urge to act or feel in a particular way
- Synonyms: tendency, propensity
- Example: John was a scientist by training and inclination.
- Definition: a sudden strong and unreflective urge or desire to act
- Synonyms: urge, drive
- Example: I had an almost irresistible impulse to giggle.
- Definition: physical or mental inability to do something or to manage one’s affairs
- Synonyms: disability, inability
- Example: They can be sacked only for incapacity or misbehavior.
- Definition: the quality or state of not being accurate
- Synonyms: incorrectness, inexactness
- Example: The film is full of historical inaccuracies.
Nouns That Start with I You Sometimes Use
Not all nouns are used as frequently as others, right? In this section are some nouns beginning with I, which you may come across sometimes while reading a book.
- Definition: a large arboreal tropical American lizard with a spiny crest along the back and greenish coloration
- Synonyms: alligator, lizard
- Example: I fully agree with what he says about turtles, but he should not confuse them with iguanas.
- Definition: a fund used by a business for small items of expenditure and restored to a fixed amount periodically
- Synonyms: advance, prepayment
- Example: A sum of £35,000 is for imprests to individual stores for working capital and £105,000 for other expenditure.
- Definition: a style of painting, which began in France in the 1860s, in which the artist tries to represent the effects of light on an object, person, area of countryside, etc
- Synonyms: impressionist, expressionist
- Example: Impressionism is a 19th-century art movement.
- Definition: the action of improvising
- Synonyms: extemporization, spontaneity
- Example: She specializes in improvisation on the piano.
- Definition: the condition of two things being so different in nature as to be incapable of coexisting
- Synonyms: inconsistent, conflicting
- Example: Our different backgrounds had something to do with our incompatibility.
- Definition: lack of attention
- Synonyms: preoccupation, distraction
- Example: A moment of inattention that could have cost lives.
- Definition: a native or inhabitant of Iceland, or a person of Icelandic descent
- Synonyms: European, Iceland citizen
- Example: The ship was owned by an Icelander.
- Definition: the fluid that flows like blood in the veins of the gods
- Synonyms: fluid, ichorous
- Example: Talos was eventually deactivated by the witch Medea, who (in one version of the myth) removed a bronze rivet on his ankle and drained out the ichor that powered his movement.
- Definition: an intervening time
- Synonyms: interim, interlude
- Example: After his departure, there was an interval of many years without any meetings.
- Definition: a gum, spice, or other substance that is burned for the sweet smell it produces
- Synonyms: perfume, fragrance
- Example: I love the heavenly incense of spring flowers.
Nouns That Start with I You Occasionally Use
We surely come across some new words once in a while reading, right? In this list below are some noun words that start with I, which are occasionally used.
- Definition: a surgical cut made in skin or flesh
- Synonyms: cut, slit
- Example: The surgeon makes a small incision into which a tube is inserted.
- Definition: a wild mountain goat with long, thick ridged horns and a beard, found in parts of central Asia and in Ethiopia
- Synonyms: goat, ram
- Example: The primary culture of ibex adapted to the in vitro culture system gradually and spread well.
- Definition: a large wading bird with a long down-curved bill, long neck, and long legs
- Synonyms: bird, crane
- Example: I think the ibis analogy can be drawn a little too far, but there is perhaps a grain of truth in it.
- Definition: (in the ancient Roman calendar) a day falling roughly in the middle of each month (the 15th day of March, May, July, and October, and the 13th of other months) from which other dates were calculated
- Synonyms: calends, nones
- Example: The interim response pros ides the basis for a wide-ranging public consultation before a comprehensive final response is published later this year.
- Definition: a nonsensical remark or action
- Synonyms: inane, silliness
- Example: They utter whatever inanities will get them elected.
- Definition: the final and fully developed adult stage of an insect, typically winged
- Synonyms: larva, cocoon
- Example: Newbell, who is Black, had spoken about imago Dei — the idea that all humans, of all races, are made in the image and likeness of God.
- Definition: irrelevance by virtue of being inapplicable to the matter at hand
- Synonyms: impertinence, irrelevance
- Example: The sheer inapplicability of the comment made everyone else at the meeting stare in bewilderment.
- Definition: the state of being imprisoned
- Synonyms: incarceration, internment
- Example: He was sentenced to two months’ imprisonment.
- Definition: the quality or condition of being incompetent; lack of ability
- Synonyms: inability, incapability
- Example: The incompetency of the secretary was revealed only after she had left the company, and her successor discovered years of filing left undone.
- Definition: sexual relations between people classed as being too closely related to marry each other
- Synonyms: interbreeding, oedipal love
- Example: She is a victim of incest.
Nouns That Start with I You Seldom Use
These words are not so commonly used, and so you will surely come across some new nouns here. Keep reading to find some new nouns that start with the letter I.
- Definition: the internal content of a concept
- Synonyms: connotation, meaning
- Example: I watched the film for the first time really with the intention of remaking it, which is really strange,” he told reporters in Berlin.
- Definition: communication or dealings between individuals or groups
- Synonyms: dealings, relations
- Example: Our survey reveals that most couples have intercourse once a week.
- Definition: exhaustion caused by lack of nourishment
- Synonyms: lethargy, starvation
- Example: The members of the rear party died of inanition.
- Definition: a person who organizes and often finances concerts, plays, or operas
- Synonyms: organizer, manager
- Example: If an impresario did not meet the minimum, he had to lower the ticket prices, and his theater would receive a smaller subsidy.
- Definition: lack of piety or reverence
- Synonyms: godlessness, ungodliness
- Example: He blamed the fall of the city on the impiety of the people.
- Definition: the quality or state of being very stupid or foolish
- Synonyms: silliness, futility
- Example: We were stunned by the imbecility of the ideas presented by this once-respected biologist.
- Definition: a small evil spirit
- Synonyms: child, kiddie
- Example: Come here, you little imp!
- Definition: lack of respect
- Synonyms: rudeness, insolence
- Example: They gasped at the impertinence of the suggestion.
- Definition: the state of being incongruous
- Synonyms: incompatibility, inappropriateness
- Example: The incongruity of his fleshy face and skinny body disturbed her.
- Definition: the state or act of not staying the same, especially in opinions, behavior, or love
- Synonyms: inconstant, moody
- Example: As a leader, he is notorious for his inconstancy.
Nouns That Start with I You Rarely Use
Our brain isn’t a dictionary, and so it is likely that we don’t know all the words that exist. These are some I-nouns that might be new to you as they are rarely used.
- Definition: incapable of being burned
- Synonyms: fireproof, non-combustible
- Example: Incombustibility of the board using styrofoam waste as a binder was improved by increasing the density and the resin content of the board.
- Definition: beginning to exist or to be apparent
- Synonyms: offset, outset
- Example: He placed the incipience of democratic faith at around 1850.
- Definition: rude or unsociable speech or behavior
- Synonyms: rudeness, discourtesy
- Example: Absenteeism and incivility were not tolerated by everyone.
- Definition: intellectuals or highly educated people as a group, especially when regarded as possessing culture and political influence
- Synonyms: intellectuals, academics
- Example: He was a presidential candidate who was the darling of the intelligentsia—and very few others.
- Definition: exemption from punishment or freedom from the injurious consequences of an action
- Synonyms: immunity, indemnity
- Example: The impunity enjoyed by military officers implicated in civilian killings.
- Definition: an extremely confused, complicated, or embarrassing situation
- Synonyms: complication, problem
- Example: The Soviet Union became anxious to withdraw its soldiers from the Afghan imbroglio.
- Definition: breed from closely related people or animals, especially over many generations
- Synonyms: incest, oedipal
- Example: The effects of inbreeding are immense.
- Definition: a series of words said as a magic spell or charm
- Synonyms: chant, invocation
- Example: Around the fire, tribal elders chanted incantations.
- Definition: a narrow piece of land with water on each side that joins two larger areas of land
- Synonyms: headland, promontory
- Example: Head to the other side of the isthmus (Railay East) for a-rockin’ bar scene.
- Definition: a mode of behavior or way of thought peculiar to an individual
- Synonyms: eccentricity, peculiarity
- Example: One of his little idiosyncrasies was always preferring to be in the car first.
Positive Nouns That Start with I
Positive nouns that start with I can be quite useful when it comes to cheering ourselves up. So here are some nouns that can possibly help you feel better and can increase your vocabulary at the same time.
- Definition: a person who is guided more by ideals than by practical considerations
- Synonyms: utopian, visionary
- Example: They were idealists and visionaries, in love with the work they had undertaken.
- Definition: the ability to assess and initiate things independently
- Synonyms: enterprise, inventiveness
- Example: Use your initiative, imagination, and common sense.
- Definition: the action or process of innovating
- Synonyms: change, alteration
- Example: Innovation is crucial to the continuing success of any organization.
- Definition: the capacity to gain an accurate and deep understanding of someone or something
- Synonyms: intuition, perception
- Example: His mind soared to previously unattainable heights of insight.
- Definition: the quality of being honest and having strong moral principles
- Synonyms: honesty, uprightness
- Example: He is a gentleman of complete integrity.
- Definition: close familiarity or friendship
- Synonyms: closeness, togetherness
- Example: Intimacy between teachers and students is not recommended.
- Definition: a very famous person or thing considered as representing a set of beliefs or a way of life
- Synonyms: idol, image
- Example: Beckham has been one of the country’s best-loved sporting icons.
- Definition: a thought or suggestion as to a possible course of action
- Synonyms: plan, design
- Example: I’ve had an idea – why don’t we go to the coast?
- Definition: deep mental involvement in something
- Synonyms: absorption, ingress
- Example: I had a week’s immersion in the culinary heritage of Puglia
- Definition: the process of putting a decision or plan into effect; execution
- Synonyms: execution, application
- Example: She was responsible for the implementation of the plan.
Nouns That Start with I – Full List (441 words)
Final Thoughts on Nouns That Start with I
Congratulations on finishing this article. So did you come across some new nouns beginning with I or not? I am confident that you surely did. These are some nouns starting with I, but of course not all. If you memorize these nouns, I am sure you will be able to improve your English skills drastically.
Keep on reading this article, and you will surely be able to expand your vocabulary and excel in your writing skills. Hope you found this article containing nouns that start with I helpful.


A shekere is an African percussion instrument traditionally made of a dried gourd with the pulp and seeds removed and then wrapped in skillful beadwork and netting. During folkloric and sometimes modern musical performances, it is shaken or hit against one’s hands. Using an empty plastic bottle, your child can create a newfangled and loosely interpreted version by stringing colorful beads around the exterior. Beading is a fun way for your child to develop fine motor skills, concentration, and hand-eye coordination.
This project takes several hours to complete with a high level of concentration and demanding hand/finger muscles workout, so it is best to plan on doing it in multiple sessions. In this example, over 900 beads are used in a repetitive pattern, but a simpler alternative requiring fewer beads is also provided below.


Department of Electrical and Electronic Engineering
OBJECTIVES AND LEARNING OUTCOMES OF THE PROGRAM
Objectives of the Department:
To establish a solid basis in science, mathematics, concepts, and technical advances in Electrical and Electronic Engineering and related subjects.
To utilize cutting-edge technologies to update all laboratories.
To provide good learning facilities for rural and urban students, as well as to develop high-quality electrical engineers who can meet industry demands.
To incorporate advanced learning approaches using modern teaching techniques.
To establish collaborative programs with reputed foreign universities.
To collaborate on large-scale, high-impact research and development initiatives with a variety of research groups to establish state-of-the-art research facilities in the department.
To establish a world-renowned center of excellence in the subject.
To encourage faculty members to take up at least one research and development and consultancy work.
To establish an Innovation Center to foster new ideas and product development.
Program Educational Objectives (PEOs):
PEO1: Graduates will excel to make way to give solutions to real time problems through technical knowledge and operational skills in the field of Electrical Engineering.
PEO2: Graduates will demonstrate their ability on research to acquaint with the ongoing trends in the field of Electrical Engineering for addressing the social aspects.
PEO3: Graduates will communicate effectively as team players to cope with building a prospective career.
PEO4: Graduates of the program will act with integrity and have inter-personal skills in catering the need-based requirements blended with ethics and professionalism.
Engineering Knowledge: Basic mathematics, budgeting, and financial management abilities should be able to be used by graduates.
Problem Analysis: Graduates should be creative, critical thinkers who use a variety of ways to solve/find answers to real-world problems. They must be able to apply theoretical knowledge to the development of new ideas, processes, procedures, practices, products, and services in a range of settings (technology, commerce, social system, economic development and policy development).
Design / Development Solution: Graduates should be able to demonstrate a breadth of specialized discipline knowledge and abilities, as well as the ability to apply them in a variety of situations to solve issues utilizing specific equipment or processes.
Investigation: Graduates should be innovative, think creatively and critically and apply a range of strategies to solve/find solutions for real-world problems. They should demonstrate the ability to apply the theoretical knowledge that will lead to the development of new ideas, methods, techniques, practices, products and services in a variety of contexts (technology, commerce, social system, economic development and policy development).
Modern Tool Usage: Graduates should be able to use information and communication technologies effectively.
The Engineer and Society: Graduates should be socially engaged in their communities.
Environment and Sustainability: Graduates should be environmentally sensitive and should recognize their roles as socially responsible citizens who care for the common good of others, their country and the environment.
Ethics: Graduates should be able to make a meaningful and positive contribution to society, and be ethical and visionary leaders who can show leadership in different contexts.
Individual and Team Work: Graduates should be able to work independently and in teams, to manage their learning, work and take responsibility for themselves while contributing to teams such as learning communities.
Communication: Graduates should communicate proficiently, in oral, written, presentation, information searching and listening skills. They should be assertive and articulate, be able to negotiate responsibly and persuade others effectively.
Project Management and Finance: Graduates should be able to manage different types of engineering projects and apply the principle of finance in the business organization.
Lifelong learning: Graduates should be entrepreneurial, and industrious and be able to recognize opportunities and turn them into ideas for enterprises. They should have business acumen and display basic business skills.


For hundreds of years, the Israelites were slaves in Egypt. After the Ten Plagues, Moses led his people out of the suffering of Pharaoh's slavery, yet their march to freedom was strenuous. Oppression could not be escaped immediately, but rather took the steps of many down a long, arduous path. In modern times, we have not yet escaped the shackles of oppression: racism, classism, and what we are here to discuss today: rape culture. Sexism is just as real today as it was 50, 100, 500 years ago. However, it sometimes looks a little different, and it can be masked by our reluctance to talk about our experiences. The breaking of these chains, is not without strain, but in the act of addressing them, we literally move forward.
This activity is meant to help the Seder participants think through and embody the ways in which they are affected by and perpetuate rape culture. Everyone should stand in a circle while the leader reads aloud the following instructions.
Leader: All of us are affected by our culture of permissiveness around rape culture in different ways. Some of us are a ected in obvious ways like experiencing street harassment, being shamed for what we wear or how we express our sexuality. Some of us are a ected in more subtle ways, such as being told to “man up” or feeling pres- sured to laugh at sexist jokes, even when we don’t nd them funny. One way we can begin to shut down rape culture is to speak up when we experience it, and form bonds with people who can relate. In telling our stories, we reclaim the spaces and relationships that rape culture seeks to isolate us all away from by refusing to stay silent, ashamed, or lonely.
Together: We who stand in this circle are members of a radical community of witnesses. Our power lies in our willingness to witness each other, and see ourselves in experiences that aren’t our own.
Leader: I am going to read a series of prompts. Please step forward into the circle if/when any of them describe personal experiences of the rape culture in which you live. After you step forward, pause in the middle of the circle and look into the eyes of everyone standing with you. Notice the people who are not standing with you. Notice how you feel. If you do not step in for a particular prompt, consider why not and notice how you feel. Should you feel uncomfortable stepping into the circle for any of the following prompts, there is absolutely no pressure to do so.
Telling Our Stories: List of Prompts for Group Leader
My elected representatives are mostly people of my own gender.
The more prestigious and powerful the elected position, the more this is true.
If I get excited about something frivolous, it won’t be attributed to my gender or be understood
as indicative of a general inability to deal with serious issues. I never have to worry
about being called ditzy, shallow, or an ‘airhead.’
If I’m shy, quiet, or too outspoken, I might be perceived as ‘cold’ or ‘bitchy’
I worry about the message my wardrobe sends about my sexual availability.
If I am sexual in any way, there is a chance that I will be labeled a “slut.”
People of my gender will almost certainly praise or valorize me for my promiscuity.
Complete strangers sometimes walk up to me on the street and tell me to “smile.”
If I am in a dense crowd or a packed subway car, I don’t worry about being groped or harassed.
Violence that happens to me or members of my gender is never put into diminutive
special interest categories like “acquaintance rape” or “domestic violence.”
I have been taught speci c safety techniques like keeping my keys and cell phone
in my hand while walking alone after dark in public spaces.
Every major religion in the world is primarily led by people of my gender.
Even God, in major religions, is depicted or described as being of my gender.
I did not grow up thinking that I should be the head of my household,
or that my spouse and children should be subservient to me.
I have told or laughed at sexist jokes, either because they were funny, or because I wanted to t in.
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CT screening to detect lung cancer can save lives. The challenge is to find out who should undergo CT scans. A new method more accurately identifies the right individuals in the risk zone.
The fact that smoking is bad for your health has long been established, and that smoking can lead to lung cancer is likewise well documented. Nine out of ten people who get lung cancer are either smokers or ex-smokers.
However, only a small percentage of smokers actually develop lung cancer during their lifetime. Several studies have looked at how individuals at risk of developing cancer can be detected as early as possible so that they can receive curative care.
Results from the American National Lung Screening Trial (NLST) conducted by the National Cancer Institute in the US and a Belgian-Dutch study (NELSON) show that computed tomography (CT) screening of smokers’ lungs saves lives.
Up to two-thirds of at-risk patients go undetected
The problem is that the coarse criteria used to select the participants in these studies involuntarily excluded up to two-thirds of those who later developed lung cancer.
The criteria also included high numbers of individuals who were believed to have lung cancer based on the CT scan but turned out not to, so-called false positives.
Such inadequate selection criteria lead to three clear disadvantages:
CT scans of many healthy individuals may reveal changes that are believed to be cancerous and that lead to unnecessary interventions involving a certain amount of risk and worry.
CT scans should not be conducted unnecessarily since repeated small x-ray doses can be harmful over time.
CT scans are expensive and resource intensive, so it is important to come up with good methods that identify those who actually belong to the small at-risk percentage of individuals as accurately as possible.
This is exactly what NTNU researchers have done.
“Our method can reduce the number of people who are subjected to unnecessary CT scans in future lung cancer screening, and at the same time the method ensures that individuals with the highest risk are identified,” says NTNU Professor Oluf Dimitri Røe.
Created HUNT calculator to compute risk of lung cancer
An international research group with members from NTNU and the University of Crete, led by Røe, has developed a tool for accurately calculating lung cancer risk.
The calculator was developed with data from the HUNT – Trøndelag Health Study, which is one of the world’s largest health databases (see Fact box following the article).
The HUNT Lung Cancer Model Risk Calculator calculates your level of risk for developing lung cancer six and sixteen years in the future. You can log in to the calculator to find your personal risk.
The results for this calculator were confirmed in a large population outside the HUNT2 study from several locations in Norway and showed great accuracy.
The HUNT calculator is based on seven factors:
- Age (risk increases with age)
- Smoking pack years (converted into how many years you have smoked 20 cigarettes daily; risk increases the higher the number)
- How many cigarettes you have smoked daily (a few cigarettes daily for many years is more harmful than many cigarettes for a few years)
- How long it has been since you quit smoking (risk decreases with the number of years)
- Body mass index (BMI; the lower the BMI the higher the risk)
- Periods of daily coughing throughout the year (increases risk)
- How many hours you are exposed to indoor smoke daily (risk increases with the number of hours)
- You might also like: Are you at risk for lung cancer?
Wanted to test a hypothesis
The research group from NTNU and the University of Crete subsequently collaborated with Danish researchers who were conducting the Danish lung cancer screening trial (DLCST), which had a ten-year follow-up period. The researchers wanted to test the HUNT calculator on a population that had already been screened and had follow-ups.
The Danish study compared annual CT screening for lung cancer with no screening in 4104 smokers and former smokers between the ages of 50 and 70. One of the goals was to evaluate whether annual CT screening could reduce lung cancer mortality by more than 20 per cent.
The study followed the test subjects from 2004 to 2015. The criteria for those who participated in the study were: at least 20 pack years, less than ten years since quitting smoking and 50-70 years of age.
The hypothesis was that the HUNT calculator would work better than the criteria used by the recognized NLST and NELSON studies (presented at the beginning of the article) to identify who warranted a lung cancer screening.
A “reduced” HUNT model was created to accommodate the fact that the DLCST had tracked only five of the seven variables used by the HUNT calculator.
The researchers from NTNU and Crete used the same statistical methodology as the original HUNT calculator, but based only on the first five criteria (age, pack years, number of smokes per day, body mass index (BMI) and quitting date).
The HUNT model was then tested on the Danish screening trial to see if it fared better than the NLST and NELSON criteria for predicting who would develop lung cancer.
HUNT model identifies correct cases
The results showed the HUNT model to be better in all the comparisons. The model predicted 99 per cent of the cases correctly against 70 per cent and 95 percent using the NLST and NELSON criteria, respectively.
In addition, significantly fewer people had to be screened with the HUNT model than either of the other study criteria.
Instead of screening 5000 people using the NLST and NELSON criteria, the HUNT model required screening just under 4000 people, a reduction of more than 20 per cent.
“With the NLST and NELSON criteria, we know that they exclude many high-risk individuals and include a lot of low-risk patients, which is unfortunate and resource intensive,” says Røe.
The HUNT model allows you to determine in advance what risk threshold you can accept for screening, which may vary between countries with differing levels of health service resources. You can choose the threshold that society thinks is the most cost-effective.
- You might also like: New Norwegian pulmonary medicine tool wins innovation award
Also captures younger at-risk individuals
The study concluded that the HUNT model is superior to both the NLST and NELSON criteria in predicting lung cancer in a high-risk population.
“What’s special about this way of selecting risk in relation to the other criteria is that the HUNT model ranks individuals according to their personal risk, says Oluf Dimitri Røe (pictured).
“Our original HUNT Lung Cancer Model Risk Calculator is also able to identify high risk in young people (under 50) and non-smokers, which is not captured by the NLST or NELSON criteria,” Røe says.
Both NTNU studies show that the selection process for lung cancer screening leaves room for significant improvement.
Røe stresses that the key to developing these models has been the fantastic HUNT database.
The database contains data from a large number of people, who have each answered many questions and had a long follow-up period.
“That’s why we’ve been able to use advanced methods in statistics and machine learning to arrive at these data-driven, multivariable predictive models. Our models outperform commonly used criteria that are based only on a person’s age and smoking history,” says Røe.
“We believe that the HUNT models should be included in future screening studies and programmes, especially in Norway where they’ve been developed, but also internationally since they appear to be better, simpler and more accurate than other comparable models.
Røe OD, Markaki M, Tsamardinos I, et al. ‘Reduced’ HUNT model outperforms NLST and NELSON study criteria in predicting lung cancer in the Danish screening trial. BMJ Open Resp Res 2019;6:e000512. doi:10.1136/ bmjresp-2019-000512
Facts on HUNT – the Trøndelag Health Study
HUNT is a Norwegian research project that includes health information and biological material from the inhabitants of Trøndelag county.
HUNT is also a research centre that manages and researches the HUNT material, with a biobank and database offering services for researchers in storing, processing and the delivery of research material, both from the HUNT surveys and other research projects.
HUNT started with 28 people who participated in a survey at the community centre in Meråker municipality in 1984.
The initiative came from two doctors who wanted to know the state of people’s blood pressure in the population.
Doctors Jostein Holmen and Kristian Midthjell ran with the project. In connection with a study on tuberculosis, they added questions about blood pressure, diabetes and quality of life.
Since the first collection round in 1984, 240 000 Trøndelag residents have participated in HUNT.
Today, researchers from around the world use the data from one of the world's largest health databases.
Four major HUNT studies have been conducted.
The first three collected data from (then) Nord-Trøndelag county. The fourth study incorporated (then) Sør-Trøndelag county.
With the merging of the counties of Nord- and Sør-Trøndelag in 2020, the study is now known as The Trøndelag Health Study.
HUNT is funded by the Ministry of Health, NTNU, the Trøndelag county municipality and the Central Norway Regional Health Authority, and costs around NOK 25 million a year to operate.
All the data resides on large servers in Levanger municipality and at NTNU in Trondheim.
The HUNT research centre is located in Levanger municipality.
The K.G. Jebsen Center for Genetic Epidemiology, which bases its research on genetic material from HUNT, is located in Trondheim.
Some facts by the numbers:
- 230 000 Trøndelag residents have responded to survey questionnaires, including 106 000 from Sør-Trøndelag.
- 148 000 residents of Nord-Trøndelag have participated, of which 25 000 were youth aged 13-18.
- 120 000 Nord-Trøndelag participants have released biological material such as blood, saliva, urine and faeces.
- 70 000 Nord-Trøndelag participants have been analysed for genetic data with GWAS (genome-wideassociation study).
- Over 2000 publications (scientific articles/ doctoral dissertations/ reports) have been produced based on HUNT.
- About 100 new publications are published annually.
- As of today, 300 ongoing research projects are using data from HUNT.
- 600 Norwegian and international researchers are associated with HUNT. Foreign researchers who want access to the database must include a Norwegian researcher in their project.


What other cat is as large as a Bengal? While both of these cats originated in the wild, they share some different characteristics in common. To begin, Savannah cats are much bigger than Bengal cats, requiring more area for play and exploration.
Is the Savannah cat the breed with the most members? History. Savannah cats are the heaviest domestic cat breeds. A Savannah cat is a mix between a domestic cat and a serval, a wild African cat of medium size with big ears.
Which is superior, the Savannah or the Bengal? Savannah Cats and Bengal Cats are both very loving, but in their own distinct ways. Both breeds are renowned for greeting their owners at the door and accompanying them around the house. Bengals are more likely to meet the criteria as a lap cat than Savannah Cats.
Are Savannah Cats Bigger Than Bengals – RELATED QUESTIONS
Which one is larger, the Maine Coon or the Savannah?
Maine coon cats are the largest domesticated cat breed, weighing between 10 and 25 pounds on average. Maines are larger in stature and look, with a long luxurious coat and a sturdy frame. Savannah cats weigh between 10 and 20 pounds, but are taller, leaner, and more athletic than domestic cats.
What is the size of a Savannah cat?
One thing to keep in mind regarding Savannahs is their size. Adult Savannah cats may reach heights of up to 17 inches and weights of up to 25 pounds, depending on the generation. The first generation crossings (referred as as F1 and F2) are often bigger than subsequent generations and have stunning spotted coats in hues of brown, tan, and black.
Is it true that a Savannah cat is larger than a Serval?
Serval is a medium-sized cat that ranges in weight from 20 to 42 pounds. On his shoulders, this cat is around two feet tall. Females are shorter and more slender than men. While Savannah males weigh between 15 and 20 pounds, stand 15 to 17 inches tall, and measure 17 to 18 inches in length.
What does a F7 Savannah cat look like?
Subsequent generations of Savannahs are produced via the mating of a Savannah with another domestic cat or with another Savannah. The generations are denoted by filial numbers ranging from F1 (first generation) through F7 (seventh generation) (seventh generation).
How large are F5 Savannah cats?
The dimensions of an F5 Savannah Cat As with the F3 and F4 females, the F5 females will weigh between 10 and 12 pounds and will be somewhat bigger than a standard domestic cat. They will have a taller and lankier build. The majority of F5 males will weigh between 14 and 18 pounds.
What are the monetary values of Savannah cats?
Savannah cats are not cheap: depending on their filial grade, they often sell for between $1,000 and $20,000. F1 Savannah cats, being the most exotic generation, account for the bulk of that higher price level.
Bengals are larger than domestic cats.
The Bengal is a spotted cat breed that ranges in size from medium to giant. Bengals are tall and slender. Due to their strong frames, Bengals are bigger than the usual house cat.
Which breed is larger, the Bengal or the Maine Coon?
While a Bengal cat is not as large as a Maine Coon, they may become very large. Male Bengal cats typically weigh between ten and fifteen pounds, while female Bengal cats range between eight and ten pounds. There are a few notable exceptions: Male Bengals may reach a weight of up to 20 to 22 pounds.
Which feline has the largest paws?
Polydactyly endowed Maine coons with bigger, broader paws that were more insulated, allowing them to cross icy terrain. Although polydactyly has been bred out of many Maine coon cats in the modern day, the breed polydactyl Maine coon is still acknowledged by certain cat enthusiasts.
Is a Savannah cat a sociable cat?
If you’re drawn to the wild, you may be drawn to the Savannah, an exotic-looking cat with a confident and endearing nature. He is generally sociable and can get along with children, other cats, even cat-friendly canines if reared with them.
Savannah cats: Are they intelligent?
They are very bright and curious creatures. These inquisitive cats can be taught basic instructions with the appropriate training. You may train your Savannah cat to fetch toys, for example, and they like games and food puzzles. Savannahs are even capable of opening doors and cabinets.
Which cat breed is the most vicious?
Siamese Siamese cats are notorious for being the most aggressive and territorial of all cat breeds. If you have other pets, it is essential to note that they will be quite jealous of them and will take a long time to adjust.
Which cat breed is the largest?
Maine Coon No. 1. If you’re seeking for a large cat breed, a Maine Coon has everything you’re looking for. They’re a lot of cat to adore, weighing up to 20 pounds and sporting large, fluffy coats.
What is the size of an F6 Savannah cat?
Savannah F1 and F2 weigh 17-22 pounds and are 14″-17″ inches tall. Savannah F3, F4, F5, and F6 weigh about 12 and 16 pounds and stand between 10 and 13 inches tall.
What does an F4 Savannah cat look like?
The F4 Savannah Cat Are the first generation of Savannah Cats to be recognized in their breed’s Show Class. The F4 Savannah will include between 10% and 20% wild blood. Males weigh between 12 and 25 pounds, stand 15 to 18 inches tall, and measure 16 to 20 inches long.
Is there a difference between an African serval and a Savannah cat?
A serval is an African wild mammal. A savannah cat, on the other hand, is a cross between a wild serval and a domestic cat — a cat breed. Have you ever wondered what the difference is between savannah cats and servals? Both are quite clever and have similar colors and patterns, although they are separated by generations.
What is the life expectancy of Savannah cats?
According to King, the Savannah cat has a 20-year life expectancy, can be visited by normal vets, and receives the same immunizations as other cats.
What is a Savannah f3c?
Savannah Cats Ancestry Record Code: (Serval cats are registered for breeding purposes.) F1 – The cat is descended from a Serval. F2 – The cat is descended from a Serval. F3 – The cat is descended from a Serval. F4 – The cat is descended from a Serval.
What does the abbreviation F5 SBT mean?
SBT is an abbreviation for Stud Book Traditional. SBTs are also descended from Servals, however they are at least four generations distant. While several Savannahs F1–F5 are diluted with domestic house cat blood.
What does the abbreviation F2 represent in cats?
F1 Savannah Cats are offspring of a Serval parent (usually a Serval father and a domestic mom). An F2 is a second generation descendant of a Serval, an F3 is a third generation descendant of a Serval great grandparent, and so on.
How large are F1 Savannah cats capable of becoming?
F1 Savannahs are not fully mature until they reach the age of three. They will weigh between 20 and 30 pounds. This is a tall cat, about the size of a medium dog. They will not gain weight and will maintain a strong and lean physique.
Are all Savannah cats large?
Savannahs seem to be much heavier than they really are due to their reduced height and length. For example, the majority of Select Exotics F1 females, who weigh between 14 and 19 pounds, are assessed to weigh 25+ pounds when viewed in person.


Howard Pyle was born on March 5 1853 in Wilmington Delaware. Born to Quaker heritage Pyle would be heavily influenced by his faith and upbringing. He studied art in Philadelphia with F.A. Van der Wielen for three years learning to draw from casts using sight size method. Pyle returned home to help with his father’s leather business he wrote his own stories and illustrated them. In 1876 at the age of 23 he had one of his stories accepted by Scribner’s Magazine. Optimistic with this success Pyle submitted more stories and they were accepted also.
An editor for Scribner’s named Roswell Smith encouraged him to come to New York where he would have more opportunities. That same year with letters of introduction Pyle moved to New York to pursue illustration and writing.
In 1883 He published The Merry Adventures of Robin Hood and secured his reputation as a writer and artist of ability. Many books were to follow including, The Wonder Clock, Otto of the Silver Hand, Men of Iron, and the Story of King Arthur and his Knights. By the time Pyle was 30 years old he had 100 of his illustrations published in magazines.
In 1894 Pyle began teaching for the Drexel Institute and his classes were an immediate success. Pyle taught two classes a week to allow him to continue his professional career as an artist and writer. His teaching was a response to his own instruction at an early age. He rejected the idea of mere copy work and instead taught the use of the model as a starting point for the imagination of the artist. This idea worked well and soon many of his students were successfully pursuing their careers in illustration.
Frustrated by the lack of focus by some of the Drexel students and the overcrowded classrooms, Pyle resigned his post. He immediately planned to open his own school built around serious students willing to work hard. He trained students from the model and outdoor painting in the beginning of their study and then in the art of picture making when their skills were ready for it. Pyle taught artists to immerse themselves in the characters or the scenes to live in the canvas and fill it with their emotions.
By 1906 Pyle became dissatisfied with many of his illustration assignments and turned to mural painting. He painted The Battle of Nashville for the Minnesota State Capitol and in 1907 painted The Landing of Carteret for The Essex County Courthouse in New Jersey.
In 1910 Pyle finally decided to visit Europe. For most of his life Pyle had advocated an American perspective for his art rejecting European Art as unimportant but increasingly he felt its lure. Many of his artist friends were working in Europe where living expenses were much cheaper and so Pyle and his wife decided to move their family to Italy where he could study the mural paintings of European Masters.
Pyle never seemed to make the adjustment to the old world and was plagued by sickness.
Howard Pyle died from a kidney infection in Italy in 1911
Howard Pyle was an artist, writer, teacher , mural painter and founder of what is now known as the Brandywine Tradition. He is called the father of American Illustration and helped to produce some of the greatest illustrators of the twentieth century. He produced over 3000 published illustrations in his career and wrote nearly 200 texts including short stories; quite a legacy for one man.
Henry C. Pitz
The Brandywine Tradition
Henry C. Pitz
The Illustrator in America
Art is not a transcript or copy. Art is the expression of those beauties and emotions that stir the human soul…Howard Pyle
4 thoughts on “Howard Pyle”
I find it very interesting to read that Pyle was taught the sight-size method by Van der Weilen. Although sight-size is considered by many to have been around for quite some time, it cannot be definitively traced back further than William Paxton. But if Van der Weilen was teaching it, that would pre-date Paxton. I was wondering if you could tell me in which reference you read this?
The Pitz book mentions it. Where did you hear Paxton invented it?
Gerome taught sight size. He was notorious for walking around his students with a little plumb bob and the first thing he checked was all the angles on his students drawings. Thats what the Bargue book is all about, which is Geromes method.
Thank you for another informative post.
However I have to agree with Jordan. I doubt Pyle was taught the Sight-Size technique. It being a historical method is questionable to say the least.
It can't be said that Gerome used Sight-Size. Just because something is academically or meticulously rendered it doesn't mean it's "Sight-Size". If someone was trained in cast drawing it doesn't have to mean he used Sight-Size either. Sight-Size means just that: making something the same size as one sees it. A 1:1 copy. It's just a measuring technique, a shortcut if you will. Using a plumb bob and checking angles is advisable for drawing from life even is one is not using Sight-Size.
The original Bargue book consisted of just plates without instruction, nowhere did it say you had to copy them 1:1 so it can't be said for certain that Bargue used Sight-Size either.
This article is worth reading:
You don't know what you are talking about. Gerome taught sight size method, go read some books on Gerome and his students and you can read it in Geromes own words.


The video of making a Button style consists of 3 parts:
Part 1 – Creating the style
Just create an empty style and set the properties of your button. Background, border, foreground, font family, font size and whatever you want. This is only for giving your button’s default properties.
Part 2 – Creating the template and the layout
In ControlTemplates you shouldn’t use directly defined colors. A ControlTemplate is not for telling WPF how to display a control in specific colors, but for telling how to display the control and its properties. Use TemplateBindings so your template remains customizable. Notice that I used directly defined brushes, but those only white masks for giving MouseOver and Pressed effects without changing the background color.
Create an empty ControlTemplate and start to build up your layout. I have a Background border displaying the border and background colors, a Shine border that can display the MouseOver and Pressed effects, and a ContentPresenter showing the content. After your layout made, set RecognizesAccessKey to true on your ContentPresenter, so underscore characters are recognized as access key modifiers. For example after you set your content to ‘Click _here’, you can activate your button by pressing Alt+H.
Part 3 – Creating the triggers
This can be very various based on your needs. A typical button handle the MouseOver and Pressed states, and because it’s a control for input you should handle IsEnabled too. Besides you have many more options, for example you can visualize whether IsDefault set to true or not


When at the dog park, it’s important to understand basic canine body language so you can assess whether a situation could lead to trouble. This blog post will help you recognize what kind of behaviors are ok and which ones signal that it’s time to intervene.
Appropriate- You're Ok!
Butt sniffing and loose tail and body language
Wide, circular tail wagging
Brief, fair, and harmless disagreements or corrections
Calming Signals- Meant to Diffuse Tension, Recognize and React Appropriately
Averting eye contact
Going Belly Up
Tail between the legs
Inappropriate or Rude- Time for a Time Out -or- Maybe Time to Go!
Hard Stares and Face-Offs
One individual chasing, pinning, targeting, or not letting up on another dog
A group of dogs mobbing an individual
Aggression vs. Correction
There are times when a dog will correct another dog for something he deems inappropriate. This is totally normal, nonaggressive, and is actually good for teaching young dogs important lessons about canine social structure and body language. Here are some examples of healthy correcting:
- Stiff body posturing and pilo-erection or whale eye (hair on shoulders and butt stands up and you see the whites of eyes)
- Loud woofs or snarks directed at an individual
- Muzzle punching or lunging resulting in no harm being done to the dog being corrected
- Normally done once and the argument is over
Appropriate corrections generally escalate in severity but result in no harm being done to the dog being corrected. If your dog is over-correcting, it may be time to give a time out.
When it’s time to go!
An important part of being a member of the dog park is recognizing when it’s time for your dog to end their dog park session for the day. If your dog is exhibiting any of the following behaviors, it may be time to leave the park and come back later:
- Stiff body posturing and pilo-erection (hair on shoulders and butt standing straight up)
- Repeated correcting of other dogs, sometimes over very benign instances
- Targeting, bullying, or stalking individual dogs
- Fearfulness which doesn’t subside
- Prey drive
How to Break Up a Dog Fight
Dog fights happen! It’s important when in a dog park to keep your cool if a fight breaks out so as not to escalate the situation. Here are some do’s and don’ts for how to do it:
- Collect loose dogs who are not part of the fight to prevent mobbing.
- Start by making a loud noise like clapping your hands or shouting ‘No!’ or do something disruptive like dumping a bucket of water on the fighting dogs.
- Do not grab dogs by collars or necks/faces to avoid a redirected bite.
- One person should grab each dog from the hips, pinching the loose skin between their belly and legs, and pull out of the fight, wheelbarrow-style (remember, 1 person per dog!).
- Remove fighting dogs from the park for the day.
In a future post, I’ll talk more about the different types of dogs you typically see at the park – from the humper to the resource guarder – and tell you more about how to identify which type your dog is and what to do about it. In the meantime, happy playing!


Ginger which is considered as herb, is the underground rhizome of the ginger plant(Zingiber officinale) with a firm, striated texture. The flesh of the ginger rhizome can be of various colors like white, yellow or red , depending upon the variety of the plant. It is covered with a brownish skin that may either be thin or thick, depending upon whether the plant was harvested when it was mature or young.
Historically, ginger has a long tradition of being very effective in alleviating symptoms of gastrointestinal distress. The rhizome (underground stem) is used as a spice and also as a medicine. It can be used fresh, dried and powdered, or as a juice or oil.
1. Whole Dried
2. Slice Dried
4. Ginger Oil


Charcoal Grilling Worse On Climate Than Propane
Do biofuels always create smaller carbon footprints than their fossil-fuel competitors? Not necessarily, finds a paper published today in Elsevier’s Environmental Impact Assessment Review. The article, “Charcoal versus LPG grilling: a carbon-footprint comparison,” reports that in the UK, the carbon footprint for charcoal grilling is almost three times as large as that for LPG grilling. (Liquefied petroleum gas (LPG), often referred to as propane, is a mixture of mostly propane and butane).
The overwhelming factors behind the difference, notes author Eric Johnson, are that as a fuel, LPG is dramatically more efficient than charcoal in its production and considerably more efficient in cooking. Charcoal is produced by heating wood in a kiln; commercial yields of charcoal are only in the 20-35% range, i.e. most of the rest of the wood is converted to gas and emitted into the atmosphere. Yields of LPG, by contrast, are greater than 90%.
LPG grills are akin to conventional cookers and ovens, in that they have power ratings and can easily be switched on and off. By contrast, charcoal grills do not offer easy mechanisms for regulating fuel consumption, and Johnson explained: “The primary factor in determining fuel consumption is the griller’s loading, which is determined by the amount of charcoal that is used along with the quality and quantity of starting-aid that is required. “
Developing countries, primarily in Africa, are likely to be the source of charcoal loaded in the UK, the study points out. Contrary to a claim by the European Commission that “Trade in charcoal from Africa to the EU is not significant,” in 2008, the UK imported 80% of its charcoal from developing countries, and 50% of its charcoal from Africa. Nearly 70% of the total import comes from South Africa, Argentina, Namibia and Nigeria.
Forest stocks in the latter three countries are in decline, according to the UN’s Food and Agricultural Organization, as they are on a global scale, especially in the developing world.
On the Net:


Vincent van Gogh is known as an artist who didn't have much money. Is that correct?
Van Gogh was not poor. From 1882, he received financial support from his brother Theo, who had been appointed manager of the Parisian branch of the Goupil art dealership.
In the first few years, he received an average of 100 to 150 francs a month. At the time, that was about 50 or 75 guilders, in any case a lot more than the 32 guilders a factory worker received back then to support a family of seven.
There’s another reason why Vincent was often hard up. Painting supplies are expensive and he usually used up most of his money buying what he needed, leaving little left for food and drink.


When an alarm isn't enough, try a dopamine agonist instead?
After a serious accident, victims can sustain grave injuries, such as severe traumatic brain injury (TBI), resulting in focal lesions and/or diffuse axonal injury. This can result in a coma that can develop into a Vegetative State (VS) or Minimally Conscious State (MCS), wherein the victim regains arousal, but with low awareness. Studies of these states suggest a deficiency in dopamine, a neurotransmitter involved with general stimulation, wakefulness, and circadian rhythms. Thus, to treat VS/MCS patients, dopamine agonists, such as l-dopa , bromocriptine, and amantadine, have been used. These agonists are plagued with issues, namely that they are either too weak (bromocriptine and amantadine) or may result in complications due to administration method (l-dopa). Thus, a group of researchers have recently tested apomorphine, which is potent and is a broadly acting dopamine agonist, to attempt treating VS/MCS. In fact, apomorphine is so potent, that it is the drug of last resort in Parkinson’s Disease (PD). The researchers continuously administered apomorphine subcutaneously (via pump) to a 25-year-old male patient for 12 hours a day (followed by 12 hours of rest period) over 179 days. They saw results as early as the first day, when the patient was able to move his limbs on command and answer yes/no questions (which did not happen preceding treatment). Following this, their patient even made a full recovery of consciousness and regained substantial functional ability. This regain of consciousness and function continued pas discontinuation of treatment. Though there were side effects in the form of dyskinesias at high doses, the treatment resulted in remarkable recovery at lower doses. Using Diffusion Tensor Imaging (DTI), an MRI technique, the researchers found a decrease of thalamocortical and corticothalamic projections (compared to the control). It may be that VS/MCS is a result of thalamocortical and corticothalamic dopaminergic deficiencies, which can be a treated quite easily with apomorphine. If it is a universal cause of VS/MCS in trauma victims, we may soon expect apomorphine widely used to revive comatose patients.
Fridman EA, Krimchansky BZ, Bonetto M, Galperin T, Gamzu ER, Leiguarda RC, et al. Continuous subcutaneous apomorphine for severe disorders of consciousness after traumatic brain injury. Brain injury : [BI]. 2010;24(4):636-41


Diabetes: Insulin Resistance Syndrome
Insulin resistance syndrome is a term used to describe a combination of
medical conditions that have a common link -- an increased risk of premature
The cluster of medical conditions that make up the insulin resistance
syndrome places a person at risk of developing type 2 diabetes and
atherosclerosis (hardening of the arteries). It is estimated that 70 to 80
million Americans have the combination of diseases caused by insulin resistance
Those diseases are:
What Is Insulin Resistance?
Normally, food is absorbed into the bloodstream in the form of sugars
such as glucose and fats and other basic substances. The increase in glucose in
the bloodstream signals the pancreas (an organ located behind the stomach) to
increase the secretion of a hormone called insulin. This hormone attaches to
cells, removing glucose from the bloodstream so that it can be used for energy.
In insulin resistance, the body's cells have a diminished ability to respond
to the action of the insulin hormone. To compensate for the resistance, the
pancreas secretes more insulin.
People with this syndrome have insulin resistance and high levels of insulin
in the blood as a marker of the disease rather than a cause.
Over time people with insulin resistance can develop high sugars or diabetes
as the high insulin levels can no longer compensate for elevated sugars.
What Are The Components of the Insulin Resistance Syndrome?
- Impaired fasting glucose, impaired glucose tolerance or type 2
diabetes. This occurs because the pancreas is unable to turn out enough
insulin to overcome the insulin resistance. Blood glucose levels rise and
diabetes is diagnosed.
- High blood pressure. The mechanism is unclear, but studies suggest
that the worse the blood pressure, the worse the insulin resistance.
Abnormal cholesterol levels. The typical cholesterol levels of a
person with insulin resistance are low HDL, or good cholesterol, and high
levels of another blood fat called triglyceride.
- Heart disease. The insulin resistance syndrome can result in
atherosclerosis (hardening of the arteries) and an increased risk of blood clots.
- Obesity. A major factor in the development of insulin resistance
syndrome is obesity especially abdominal obesity. Obesity promotes insulin
resistance and negatively impacts insulin responsiveness in a person. Weight
loss can improve the body's ability to recognize and use insulin
- Kidney damage. Protein in the urine is a sign that kidney damage
has occurred, although not everyone uses this component to define the
insulin resistant syndrome.
How Is Insulin Resistance Syndrome Diagnosed?
There is no simple test to diagnose the insulin resistance syndrome.
Rather, your doctor may suspect the syndrome if you have the following:
- More than one parent or sibling who has type 2 diabetes, hypertension, or
- Obesity or overweight (BMI - body mass index- above 25)
- More fat around the waist than around the hips (an apple shape)
- Age greater than 40 years
- Gestational diabetes when pregnant
- A history of a condition called polycystic ovary syndrome (PCOS)
- Are a member of certain ethnic groups (Latino, Blacks, Native American)
The current epidemic of obesity in children also puts them at risk for the development of the insulin resistance syndrome.
What's The Treatment?
(Glucophage), Actos and Avandia are all approved to treat the insulin
resistance that occurs with type 2 diabetes. These drugs make your body more
sensitive to the actions of insulin. Multiple drugs, such as
cholesterol-lowering drugs or anti-hypertensive drugs are usually necessary
to treat the different conditions that are part of the insulin resistance
Is It Preventable?
Yes. If you live a healthy lifestyle, you may be able to avoid getting these diseases. Here are some tips:
- Exercise. Try walking 30 minutes a day for at least 5 days a week (exercise can be divided into 3 separate periods of 10 minutes each)
- Stay at a healthy weight
- Eat right. A healthy balanced and caloric restricted diet is recommended.
Reviewed by Certified Diabetes Educators in the Department of Patient Education and Health Information and by physicians in the Department of Endocrinology at The Cleveland Clinic.
Edited by Brunilda Nazario, MD, WebMD, October 2004.
WebMD Medical Reference
Last Editorial Review: 5/24/2005