• Non ci sono risultati.

Development of mating disruption methods to suppress populations of insect vectors of X. fastidiosa

N/A
N/A
Protected

Academic year: 2021

Condividi "Development of mating disruption methods to suppress populations of insect vectors of X. fastidiosa"

Copied!
3
0
0

Testo completo

(1)123423563789 7

(2) 65

(3) 6 

(4)  9 !"#$%&. '(()(*+',-.+/-,.

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`aT. Ubcd eRPYV]_[SYT]ZOfOZOSXOTRfTghQ_[OSiPTP]i^[ZQiPTSa^]hPTQSTR_QjOTRZXh[Z\PTRfT YhOTk]i_Q[TlO`QRSTRfTmY[_aTT 7&) 8#% 8)" n#o% p D#% *," 7#% 7 8" =#% 9," G#% 2," G#% 8" 9#%. @" 8#% p! 7#% q" =#. o$, " q, C C"!% 8DH% p" :$*<. krPYZ[XYs 2 ,")' -" !,!  >J41(>J4L     1J ) "!"  9, "&%. ' "!"&  !!   "  !   "!  C, ,", :C<. '    4JJ  - ! &, :8""  # >J4;<# C"!&   %. ,"    )"    - ! "!" -" "  ( tuvwxytz{|{z{w}{y~vy{x€vx{‚yƒ„y †{‡wˆy€w‚{‰yŠ8 ‹# 4?;K<# D' -" "!" .  !  !# ;J " G"% -  & "   "!"  . &&   9"!  2!# q!,%  &  )"' ! -   ). "!"   "&% -    """ (% ""& ,  >>Œ   . # I  !""'% " ! -% ,!  C)"% 2,"% @,% I+% ="!,".  8% -"  ,  '  '  C# $% )"' ""'  -" , .   8",!"  G"# $ !!,% ," ,")' !"  C.   )"' &. '&'  !!'    )"' "  !,# D)"%   . ! - &" )"' - "!" !"!"M ' "  !,% ' . % )" !  &#. 9!.-&. * -".  "!) ,& " x†{yŽz‡t{vwyw€‡wˆy‡z€‘‡wy’“’“yz{{vz}†yvw‚y€ww‡”vx€‡wy tz‡•zv{yŽw‚{zy•zvwxyv•z{{{wxy–—y˜™š˜›˜yœ{ I"&w€yž†z{vx{w€w•yŽz‡t{yŸwž —. p&"'. 8""% 7#% q"% =#% ¡&"% 9#H#% 7 q"% 9# % p!% 7#% @!% G#% p!% 7#%. ="% G#C#% 9% H#C#C# ¢ C"!% 2# >J4;# q,&  )!"  0'   ). "!"  $'# ‹ C q! ?J% 1>4£1¤J#. 8% ‹# 4?;K# =,"& C""!  q!) C"# B!&' 1?% >44£>41#. Ub¥d ¦OjO_R]^OSYTRfT^[YQS`T\QPZi]YQRST^OYhR\PTYRTPi]]ZOPPT]R]i_[YQRSPTRfT QSPOXYTjOXYRZPTRfT§bTf[PYQ\QRP[T ¨",&" H"&o% =MM n"% D" H!  G" q" 7#. o©q79(9&"!,," H"! q")!% q ‹ª, n' 9&"!,," q!! 8"% C""%. 8" :©q<.

(6)  .

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`&%0(!%+" *6 ^ * a <*b;^:\c, a%(/%/9 , ^a 1d]3.  ^ ()!**+(! 1-.%)+(4 5%/'%' , 5%/'%& 3 &' !)%++9<! 1-.%)+(4. 5(/*)*%'3 ( )*+&+% 0/+*(! *6 78 6!+%'%*!, $%/ %! !!*/%+' $%+ e%0 6 !/*(/ 1e\^3 %&. d(X%8 @'&+%6%/+%*& *6 ?" 0/+*( !)/%! %&0*0' %& e\^ !)( ' ')&'! *& !"!+. +%/ !<(0"! *6. +! %&!/+! %& *%0 *(/ ('!8 -( $ /*.) (' .+*'! 6*( !.)%& ! ()!**+(! &'. !)%++9<! %& *(/ ('! *6 +$* */%+%! %& + !++! *6 =%& ! 2(%! 1= (% ' Wf3 &' ^g* a <*. 15 9(h03, 6(*. Y<&bijkl +* m*0bijkn8 @& / *(/ (', "*$ !+%/?" /('! 1oj > kj /.3 $(. 6*(+&%+"  &' *& &%& *%0 +(!8 $* /('! $( )/' )( +(, + j8p &' k8n . 9*0. (*<&'8 @& ''%+%*&, !$) &+ !.)%&! $( )(6*(.' 0(" o .*&+! *& + +( /&*)" 1i. !$)! )( +(Z nj +(! )( *(/ ('3 &' (*<&' /*0( 1o !.)! )( *(/ ('Z oj !$)! )(. !.)38 :.*& ip )(0&+ !)/%! *6 ! ()!**+(! &' !)%++9<!, 6$ $( /*..*& +* 9*+. (! 1ilq3 *( +* 9*+ !.)%& .+*'! 1!$) &+ &' !+%/?" +()!3 %& + +$* ( ! 1in8r#ljq38.  )(0&+ !)/%! $( +())' %& !%.%( &<.9(! + j8p &' k8n . 9" !+%/?" /('!, >/)+ 6*( l. !)/%! + + $( .*( 6(s<&+ + j8p .8 @& /*&+(!+, 6$ !)/%! 1r8r#ijq3 $( /*..*& 9". !$)%& + /&*)" 0!8 (*<&' /*0(8  *9!(0' 0(%+%*&! %&'%/+ + + 0/+*( !<(0"! !*<' 9. '*& %& 0(%*<! */%+%! *0(. (*$%& (%*&, 9" /*.9%&%& !+%/?" +()! 1)(6(9" + j8p . 9*0. (*<&'3 &' !$) &+ 1*& +(! &' (*<&' /*0(38. :/?&*$'.&+. tuvwxyz{|xu}wx{~~v€~x‚ƒ„v„ x‚{z†x‡u~xˆƒ{z‰~}„xŠ„vz„‹wxŒz{vz„xŽŽx{~w~}{ux}„xv„„z€}‡vz„x )(*(.. <&'( {}„‡x} {~~†~„‡x‘x’Ž’“”’x•7" 6!+%'%*! :/+%0 5*&+%&.&+ (*<. .<+%'%!/%)%& ("#e(%&+' ]!(/ ^+(+" 7W#–—t˜™š› &' W:a;^a#^ * a <* ^++ ]!(/. W*<&' +%*& 1a(*œ8. ijknbjikrn#r3. d%9%*()". 5*++#W%*, -8A8Z W(&/%!/*, 58^8Z \*)!, Y8]8^8Z A e%0%(, :8W8 ž A ^%0, \8W8e8 W%(!+ ()*(+ *6. *%0 6 !/*(/ %& d(X%, !!*/%+' $%+ 7" 6!+%'%*! !<9!)8 ) </8 a"+*) +**%. ='%+((&, 08 ll, &8 k, )8o#p, ijkn8. BCŸE  RKM¡IJJJKLMRNNJJRL¢MKNMR¡IRLRM¢PRMKNM£CMNJTJKMIPCM PIMNKOMJI ;!+0! = (%& d8, m %& Y<% \8, ¤<'$%/ ¤ (, 5*++#W%* -0/%* A8, \*)! Y* * ]8 ^8_. _`&%0(!%+"ba<9%/ ]!(/ @&!+%+<+, `&%0(!%+" *6 ^ * a <*, ¥\<%X ' c<%(*X¥ 5* *6 :(%/<+<(. 1`^ab;^:\c3, a%(/%/9 , ^a, 1d]3.  A%66(&+ !s<&/ +")! 1^!3 *6 78 6!+%'%*! !<9!)8 ) </  0 9& '!/(%9' %& /%+(<!. /<!%& 5%+(<! 0(% +' /*(*!%!, 9<+ %++ %! ?&*$& 9*<+ +%( %&+(/+%*&! $%+ %&!/+ 0/+*(!8 @&. +%! !+<'", $ /*.) (' /s<%!%+%*& 66%/%&/" *6 6*<( ^! 1kk, ko, n¦ &' nl3 9" +$* ! ()!**+(.

(8)  .

(9)

Riferimenti

Documenti correlati

La riduzione del digital divide ha come presupposto, oltre all’alfabetizzazione informatica, la realizzazione della banda larga, cioè di una infrastruttura

In this paper we start from Black and Wiliam’s theoretical framework on formative assessment, which identified 5 key strategies that 3 agents (student, peers and teacher) pursue

Proprio per questo motivo a partire dall’Anno Accademico 2013-2014 ho proposto ai due Consigli di Corso di Laurea, sia per la Triennale in Beni Culturali che per quella Magistrale

By contrast, if motor simulation contin- gently follows action execution, then despite the availability of kinematic information to predict the target of the observed

Più in generale quindi il nostro insegnamento è rivolto al proget- to inteso sia come strumento di conoscenza che di progetto e cambiamento per una diversa qualità di

d’éducation nationale, cit., Éducation des enfants depuis dix ans.. terra ne’ vari tempi, presso i diversi popoli e ne’ diversi stati della socie- tà, dallo studio

Figure 6 Genome browser screen-shots for a predicted conserved lncRNA. A) The region conserved (113364) between mouse and zebrafish mapped on the human genome and its