The province of Macerata, Italy, is a topographically complex region which has been little studied in terms of its temperature and precipitation climatology. Temperature data from 81 weather stations and precipitation data from 55 rain gauges were obtained, and, following quality control procedures, were investigated on the basis of 3 standard periods: 1931-1960, 1961-1990 and 1991-2014. Spatial and temporal variations in precipitation and temperature were analysed on the basis of six topographic variable (altitude, distance from the sea, latitude, distance from the closest river, aspect, and distance from the crest line). Of these, the relationship with altitude showed the strongest correlation. Use of GIS software allowed investigation of the most accurate way to present interpolations of these data and assessment of the differences between the 3 investigated periods. The results of the analyses permit a thorough evaluation of climate change spatially over the last 60 years. Generally, the amount of precipitation is diminished while the temperature is increased across the whole study area, but with significant variations within it. Temperature increased by 2 to 3°C in the central part of the study area, while near the coast and in the mountains the change is between about 0 and 1°C, with small decreases focused in the Appennine and foothill belt (-1 to 0°C). For precipitation, the decrease is fairly uniform across the study area (between about 0-200 mm), but with some isolated areas of strong increase (200-300 mm) and only few parts of territory in which there is an increase of 0-200 mm, mainly in the southern part of the coast, to the south-west and inland immediately behind the coast. The monthly temperature trend is characterized by a constant growth, while for precipitation there is a strong decrease in the amount measured in January, February and October (between 25 and 35 mm on average).

The current study investigated whether a domain-specific intervention targeting maths and executive functions of primary school children with a Roma background would be effective in improving their scholastic performance and executive functioning. In total, 122 students attending Grade 4 of elementary school took part in the project. The study concerned a pretest-intervention-training experimental design with three conditions: the experimental condition, an active and a passive control group. The results suggested that both maths performance and executive functions improved over time, with no significant differences between the three conditions. An additional correlational analysis indicated that pretest performance was not related to posttest performance for the children in the experimental and active control group.

Current article presents the study of psychological wellbeing of adolescents (n=168, age 15-17) gifted in math, humanities and sports and educated in advanced programs for gifted children. Theoretical framework of this study is eudemonic concept of psychological wellbeing by C. Ryff. Psychological wellbeing is measured with Ryff wellbeing scales in Russian adaptation by L.V. Zhukovskaya and E.G. Troshikhina. The study is aimed at understanding differences in psychological wellbeing of gifted teenagers connected to gender and type of giftedness. The results suggest that general wellbeing score did not differ for adolescents with different types of giftedness or of different genders. Separate components of psychological wellbeing, such as purpose in life and self-acceptance, are influenced by activity connected to the talent. Gender differences are subjected to age-specific trends of personal development in adolescence. Type of giftedness might reinforce these trends.