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Objective: The objective of this paper was to determine the effect of neuromuscular blockade (NMB) on working space in a porcine laparoscopy model. Background: Conflicting results on the effect of NMB on laparoscopic working space are found in literature. Almost all studies are limited by absence of objective assessment of working space or use surrogate outcomes. Methods: In a standardized porcine laparoscopy model, laparoscopic working-space dimensions with and without NMB were investigated in 16 animals using computed tomography at intra-abdominal pressures of 0, 5, 10, and 15 mmHg during multiple runs of abdominal insufflation. Results: No statistically significant effect of NMB on abdominal dimensions and laparoscopic working-space volume was found during CO2 pneumoperitoneum. In contrast, the effect of pre-stretching of the abdominal wall by a previous abdominal insufflation was found to be significant. Conclusions: This experimental study confirms the results from several clinical studies that NMB does not influence laparoscopic working space. Studies dealing with working space during laparoscopy should take note of pre-stretching bias.

Introduction During adolescence (A) individuals experiment a great number of changes in their own body. At the same time, physical activity represents an important element for health and physical efficiency. Unfortunatly, PA practice often ceases at the start of high school. The purpose of this study was to investigate the performance of 14 y old students during their first week in high school. Data were collected for 7 consecutive years (2005-2011). Material and methods Every year in September the students of an high school (Milano city) performed the 1000m run test. All students followed the same path and were assessed by the same teacher. Over than 500 students (228 M and 280 F) were tested during the first lesson of Physical Education (PE). Thus, every year 72 students (on average) were tested about physical efficacy during the transition from middle to high school. Thus a useful baseline could use to set the educational programs. All students lived in the city (1) since their birth. Results These tests show a different trend between boys and girls. In particular, boys increased the performance during years while girls are fluctuating. Boys students run the test in 293sec ± 34 (data pooled within years) while girls in 338sec ± 32. The best performances were 210 and 251 sec (M and F respectively) while the worst 416 and 445 sec. In 2005, male run the test in 318 sec while during September 2011 the 14y old students took only 285 sec. Indeed boys decrease, every years, the time spent to run the test of about 5,5 sec. Girls were not constant or regular following a decreasing or increasing trend. Their were, always, more slow than their same age mates: from 5 sec (in 2005) to 71 sec (in 2006) of difference. The best years for girls was 2005: mean speed about 3,1 m/sec. Girls shown a minor variability (each years) while boys group obtained variation close to 45 sec. Discussion The use of motor fields tests allows a valuable monitoring about physical skills. The repeti

Introduction Urban environment may effect the physical practice, of the student population. Many sporting facilities are present in a city but sedentary approach is more typical in a city than in a rural environment. Often, in a large city (like Milano) students play sport or engage in physical activity only during physical education classes (1). The purpose of this study was to compare the same physical performance after five years: during the first and last years of high school course. Material and methods During the first month of high school (September 2005) the Physical Education teacher assessed the 1000m run test to their student. After five years (September 2011) 196 students (108 male and 88 female) repeated the test. All phases of the test were carried-out by the same teacher in the same path (outdoor). All students were sedentary and lived in the city since their birth. Results In the first session boys spent 5min (±28s) to cover the path while girls used 42s (±43sec) more than male (340 s). No girls used less than 300 sec while only one boy run 1000m more than 360sec. After 5 years the 70% of boys increase the performance using, on average, 42s less to cover the run distance. The girls showed a poor improvement: only 55% of them decrease the time. Mean speed of the girls was 2,96m/sec. Both boys and girls decrease the mean variation: boys from 37 to 34sec; girls from 43 to 30sec. The best gaps between the two tests were 60sec and 94sec for females and males respectively. No significant correlations were found between time spent and anthropometric characteristics. Also, after five years, the performance did not correlate with weight and height: r=0,006; r=0,21 and r=0,28; r=0,19 within male and female respectively. Discussion The current data show population’s characteristics that seem specific of a city environment. Indeed only the sedentary students who play games and perform physical activity during Physical Education classes showed improved running pe