Thanks for posting the photo--what a pair of cuties
I am eating yoghurt--just not the probiotic stuff (regular yoghurt usually only has one or two cultures in it). Just trying to eat
anything is such a chore now that I'm not holding back on much, really--but I'm not eating very much due to lack of appetite (I had a bowl of whole grain hot cereal this morning--about a half a cup, and 6 cherries; it filled me up to stuffing range!). I figure that my job now is to stay as healthy as I can under the circumstances, and then start adding foods and activities and adjusting doses after I actually get to a therapeutic level. I forgot to call in yesterday about the bridging--but see the cardio on Tuesday and that'll be part of the conversation.
Re: anticoagulation vs "blood thinning"--I'm going to be writing a rant for my Owl of Athena blog (it's about things educational) on the continuing use of bad metaphors in science. I'm not sure why people have gotten lazy (anticoagulation probably has too many syllables), but even medical people use it. One doc I talked to in the hospital laughed when I called him on it, and said that he'd fundamentally given up fighting that battle. I advised him not to.
I wrote my master's thesis on "Science and Scientific Models in American Literary Naturalism" and it was about how writers in the early 20th century grabbed onto even the most scurrilous scientific theories (like "degeneration," an idea that came out of Social Darwinism--not the real thing--and was used to justify everything from racist practices in the US to Nazi death camps). People like to use scientific jargon and theories to help them write stories, whether or not they understand the real underlying principles. But this is an example of the other side of the coin. Anticoagulation isn't a metaphor; it's straightforward, descriptive terminology. "Blood thinning" is a metaphor--a bad one--that attempts to make the concept easier to understand to the lay public. It
doesn't help because it leads people to misunderstand what's actually going on.
I think part of this is happening because of 1) a general anti-intellectual climate that makes people suspicious of "big words"--or words whose origins aren't immediately clear to folks who don't know Greek and Latin and 2) a general dumbing down of language in general. When my students call me on a term I use in a lecture, or if I use a word they don't understand, I hand them my compact edition of the Oxford English Dictionary and a magnifying glass (I carry both on a cart I haul around school to hold all my art history tools).
It may well be up to us to become pests about this issue. My students used to get lectures on having their cholesterol levels checked, and now they'd better be careful about using "blood thinner" in my presence!