Abstract Introduction In the current scenario, in which evidence-based medicine is almost obligatory, therapeutic approaches are increasingly being restricted to measures that are proven to bring benefits to the patient. Transfusion therapy follows the same concept. Even though it can be an essential support procedure in some situations, it must be carefully used, exclusively in situations in which the literature assures scientific support for its usage. Transfusion exposes patients to risks and complications, so it is necessary that we, as doctors, continue working to reduce possible mistakes involving the practice of this type of therapy. Objective To analyze if the red blood cell requests are properly made, analyzing the indication written on them (by the doctor, comparing them to the references in the actual literature. Method In this research, we have analyzed and reviewed the requests for red blood cell concentrates between August and September of 2018 received at the Hematology and Hemotherapy Center studied to find the most common mistakes made by requesters/doctors. Results A total of 397 of the 754 analyzed requests were evaluated as inadequate. Therefore, 1 out of every 2 transfusions performed did not have their requests properly completed in the city of Cascavel, Paraná. Conclusions The number of inappropriate requests was high during the studied period, especially when compared to studies available in the literature. The number of inadequacies suggests that the blood component requests and the subsequent evaluation by the transfusion agency needs to be better addressed in clinical practice.

RESUMO Este estudo analisa as fontes de autoeficácia docente de universitários em Educação Física. Foram empregados procedimentos de pesquisa qualitativa de caráter descritivo-diagnóstico. Os dados foram obtidos através de entrevista semiestruturada, baseada nos instrumentos: escala de autoeficácia docente e escala de fontes de autoeficácia docente, com 7 universitários da última fase do curso de licenciatura em Educação Física de uma universidade pública no Estado de Santa Catarina. Para a análise dos casos múltiplos, utilizou-se a técnica de análise de conteúdo, que consiste, primeiramente, na transcrição e descrição de cada caso individualmente, seguida do cruzamento e confronto das informações dos casos. Os resultados mostraram que as fontes de autoeficácia, referentes ao manejo de classe, foram: experiência de domínio (6), persuasão social (5) e vicária (4). Sobre a intencionalidade docente, as fontes mais citadas foram: experiências vicárias (7), persuasão social (7) e domínio (6). Especificamente sobre a intencionalidade docente, os universitários mencionaram uma maior diversidade de situações de autoeficácia frente ao manejo de classe. Conclui-se que a observação e a persuasão social foram as fontes de autoeficácia consensualmente valorizadas pelos universitários. Essas situações foram proporcionadas pela universidade nos estágios obrigatórios, observando e recebendo orientações dos professores da universidade e dos professores da escola.

ABSTRACT The aim of this study was to analyze the sources of self-efficacy of pre-service teachers in physical education. Were employed qualitative research procedures and the data were collected through semistructured interview with 7 pre-service teachers in Physical Education from a public university. For the analysis of multiple cases was used the content analysis technique, which consists, first, in transcription and description of each case individually, then crossing and confrontation of information for all cases. The results showed that the sources of self-efficacy for the class management were the mastery experiences (6), social persuasion (5) and vicarious (4). About the teaching intentionality, the most cited sources were the vicarious experiences (7), social persuasion (7) and the mastery experiences (6). Specifically on teaching intentionality, the pre-service teachers mentioned more variety of situations of self-efficacy when compared to the management class. The observation and social persuasion were the sources of self-efficacy commonly valued by students. These situations were provided in the required stages, watching and getting supervision from teachers at the University and teachers from school.

¿Cómo se desarrolla la planificación urbana en Santa Cruz de la Sierra? ¿Cuáles son los niveles de calidad de vida de los cruceños? Un estudio de jóvenes investigadoras visibiliza la realidad de una ciudad en la que se identifican avances pero también improvisaciones y saltos en el proceso de su planificación urbana. A esto se suman situaciones que reflejan realidades complejas y contradictorias que requieren de la atención no sólo de las autoridades municipales, sino, principalmente, de los ciudadanos.

How does urban planning take place in Santa Cruz de la Sierra? How good is the quality of life for people living in Santa Cruz? A study by young researchers shows the reality of the city, identifying some areas of progress but also improvisations and gaps in the urban planning process. Compounding this are situations reflecting complex and contradictory realities that need to be addressed, not only by the municipal authorities but also, and mainly, by citizens.