A primer for use of genetic tools in selecting and testing the suitability of set-aside sites protected from deep-sea seafloor massive sulfide mining activities

Seafloor massive sulfide (SMS) mining will likely occur at hydrothermal systems in the near future. Alongside their mineral wealth, SMS deposits also have considerable biological value. Active SMS deposits host endemic hydrothermal vent communities, whilst inactive deposits support communities of deep water corals and other suspension feeders. Mining activities are expected to remove all large organisms and suitable habitat in the immediate area, making vent endemic organisms particularly at risk from habitat loss and localised extinction. As part of environmental management strategies designed to mitigate the effects of mining, areas of seabed need to be protected to preserve biodiversity that is lost at the mine site and to preserve communities that support connectivity among populations of vent animals in the surrounding region. These "set-aside" areas need to be biologically similar to the mine site and be suitably connected, mostly by transport of larvae, to neighbouring sites to ensure exchange of genetic material among remaining populations. Establishing suitable set-asides can be a formidable task for environmental managers, however the application of genetic approaches can aid set-aside identification, suitability assessment and monitoring. There are many genetic tools available, including analysis of mitochondrial DNA (mtDNA) sequences (e.g. COI or other suitable mtDNA genes) and appropriate nuclear DNA markers (e.g. microsatellites, single nucleotide polymorphisms), environmental DNA (eDNA) techniques and microbial metagenomics. When used in concert with traditional biological survey techniques, these tools can help to identify species, assess the genetic connectivity among populations and assess the diversity of communities. How these techniques can be applied to set-aside decision making is discussed and recommendations are made for the genetic characteristics of set-aside sites. A checklist for environmental regulators forms a guide to aid decision making on the suitability of set-aside design and assessment using genetic tools. This non-technical primer document represents the views of participants in the VentBase 2014 workshop.

As tecnologias da comunicação no suporte a ambientes de eLearning e bLearning: o ambiente Formare em contexto de formação profissional

Como corolário do trabalho de investigação e desenvolvimento, iniciado em 1996, na área das tecnologias da comunicação e dos serviços multimédia em contexto de formação profissional, pretende-se, com este estudo, identificar os principais contributos das ciências e tecnologias da comunicação e da educação nos processos de especificação, concepção, desenvolvimento e utilização do sistema de gestão de aprendizagem Formare, em contexto de formação profissional. Tendo em conta a fundamentação teórica, a participação em projectos de investigação e de inovação e uma vivência prática de mais de 14 anos de actividade na área do ensino a distância, do eLearning e do bLearning em contexto empresarial, desenvolveu-se um modelo conceptual para a nova versão do LMS Formare baseada nos fundamentos da comunicação e da gestão da aprendizagem em ambiente real de utilização. Para além de estudar os fundamentos das Learning Organizations, do Ensino a Distância, da Comunicação Educacional Multimédia, do eLearning, do bLearning e dos seus principais componentes, esta tese focaliza-se na análise de dois estudos de caso, suportados pelo Formare – um, em contexto de Auto-aprendizagem no Campus PT, e outro, em contexto de Aprendizagem Colaborativa na Formação de eFormadores. Pela análise das conclusões de cada um dos estudos de caso realizados, foi possível validar as opções tecnológicas e pedagógicas utilizadas, conhecer a percepção, o grau de utilização e a avaliação pedagógica dos formandos, assim como identificar os principais indicadores de implementação do eLearning nas organizações que aderiram ao LMS Formare. A tese termina com a apresentação dos principais resultados, limitações e conclusões do estudo de investigação, e apresenta um conjunto de considerações futuras nesta área de actividade, esperando contribuir para o desenvolvimento do eLearning em contexto de uma Learning Organization.

Consciência cultural crítica numa comunidade virtual educativa de línguas

A difusão das tecnologias da informação e comunicação fomenta mudanças qualitativas nas práticas pedagógicas, proporcionando a criação de comunidades de aprendizagem entre aprendentes de diferentes pontos do mundo. Tendo como referência a pedagogia crítica para a emancipação (Freire, 1997; Giroux, 1997), este estudo analisou de que forma aprendentes de diferentes proveniências linguístico-culturais desenvolvem a sua consciência cultural crítica (Byram, 1997), quando colocados em situação de trabalho colaborativo on-line, formando uma comunidade de aprendizagem, através do recurso a uma plataforma especialmente concebida para o efeito, a 2ndschool.eu, na qual foram levados a desenvolver um trabalho de natureza interdisciplinar. Pretendíamos que esta plataforma fomentasse questionamentos por parte dos seus membros. Como tal, integrámos diferentes instrumentos de comunicação eletrónica (chat, fóruns e e-mail), através dos quais se promoveu a interação entre os participantes no projeto, alunos e professores (de diversas áreas disciplinares) do Ensino Secundário belga, búlgaro, grego, polaco, português e sueco, com vista à realização de uma tarefa comum: a edição de um trabalho de projeto de análise crítica de reportagens, artigos de opinião e fotos de jornais acerca de tópicos da atualidade nacional e/ou internacional. Tivemos em conta uma metodologia de investigação mais orientada para o estudo de caso e análise do discurso. Para tal, recorremos a dois tipos de instrumentos de recolha de dados: as impressões das discussões estabelecidas através de chat, fóruns, blogs e wikis e os resultados de três questionários sobre o perfil sociolinguístico e cultural dos participantes, a avaliação da plataforma virtual e o inventário de estratégias mais eficazes na negociação de saberes estabelecida. Concluímos que os alunos (re)constroem saberes, pois revelam representações que têm acerca de situações-problema, refletem acerca das mesmas e, posteriormente, disseminam ativamente pontos de vista críticos através de ferramentas Web 2.0, como forma de as resolver. Enquanto verdadeiros pronetários, foram capazes de recorrer a estratégias de comunicação que fomentam a busca de entendimento com o Outro, num caminho oscilante entre o concordar e o discordar, entre o ajudar e o solicitar ajuda, entre o opinar e o escutar, entre o avaliar e o ser avaliado e entre o corrigir e o ser corrigido. Identificámos como principais limitações do nosso estudo a dificuldade de análise das práticas interdisciplinares dos interlocutores internacionais, a desmotivação de alguns aprendentes nas tarefas e ainda o reduzido recurso ao videochat, pelo desconforto no seu uso. Por isso, consideramos que futuras investigações deverão debruçar-se nestas questões.

O quadro interativo no ensino do português : dos recursos aos discursos

O trabalho que apresentamos, “O Quadro Interativo no ensino do Português: dos recursos aos discursos”, situa-se na área do Multimédia em Educação e, mais especificamente, no domínio da tecnologia e pedagogia em sala de aula. Partimos de um projeto de implementação de quadros interativos em agrupamentos/escolas do interior do país, associado a um Centro de Formação e procurámos evidenciar a forma como essa tecnologia levou à introdução de recursos digitais de aprendizagem na unidade curricular de Português. Nesse âmbito, fizemos uma análise sobre os tipos, funcionalidades e usos pelos professores e estudantes no processo de ensino e aprendizagem com os QIM. Analisámos também algumas estratégias de utilização no desenvolvimento de competências essenciais da língua e a interação que proporcionaram no ambiente educativo. Para percebermos as razões e fundamentos que estiveram na base da investigação, procurámos, na primeira parte do nosso trabalho, partir de três vertentes de uma conjuntura que fundamenta a aprendizagem no século XXI: a passagem de uma sociedade da informação para uma sociedade do conhecimento como um processo que radica numa comunicação em rede e na criação de conhecimento(s) através de recursos digitais; o desenvolvimento de competências adequadas e que conduz os indivíduos para ambientes de aprendizagem com as tecnologias; e numa Escola mais familiarizada com as tecnologias, onde o ato de educar cria novos desafios a todos os agentes educativos. Notámos que a capacidade de mobilizar a informação e o conhecimento na rede reclama atitudes dinâmicas, flexíveis e adaptadas à multiculturalidade. Esta característica favorece a construção de aprendizagens multifacetadas, a inclusão progressiva do individuo na “aldeia global”, tornando-o também cada vez mais criativo e produtivo. A promoção de espaços interativos de aprendizagem facilita esse processo e o conhecimento desenvolve-se numa interação social mediada por tecnologias que nos fazem participar nessa multiculturalidade, diversidade do universo e nas histórias pessoais e coletivas. Num ambiente com estas características, torna-se necessário passar de um conceito de ensino declarado nos saberes básicos ou em conhecimentos factuais para uma estratégia de aprendizagem que incida sobre o desenvolvimento e aquisição de outras habilidades. A aquisição de saberes no âmbito da leitura, da oralidade e da escrita tornamse importantes para os indivíduos porquanto esses saberes transformam-se em competências transversais para outros domínios e literacias. Tentámos mostrar que a escola do futuro terá de ser um espaço educativo que implique ambientes de aprendizagem onde vão confluir várias ferramentas tecnológicas, que arrastam consigo outros recursos e outras possibilidades de acesso à informação e à construção de conhecimento. Para isso, a escola está obrigada a mudar alguns conceitos e estratégias e a focar-se no desenvolvimento de competências para a vida. A definição de recurso educativo ou recurso de aprendizagem e a aceção do quadro interativo como um recurso tecnológico, que envolve outros recursos, digitais e multimédia, levou-nos a concluir sobre as potenciais mais-valias deste equipamento. Para além da apresentação da informação, da orientação da atenção e das aprendizagens para o grupo - turma, abre-se a possibilidade de relacionar e organizar conteúdos digitais multimédia, criar conhecimento e desenvolver competências de acordo com os interesses dos públicos em fase de escolarização. Reclama-se um padrão de qualidade nos recursos, avaliados e estruturados em função dos conteúdos, objetivos, desempenhos e currículos de aprendizagem dos aprendentes. Definimos o paradigma digital e as dinâmicas de comunicação e interação proporcionadas pelo quadro interativo. Concluímos que o QIM produz efeitos positivos sobre a participação dos estudantes, evidenciada por um comportamento mais positivo face às tarefas a realizar em sala de aula. Contudo, o papel desta ferramenta e dos recursos utilizados requerem dos professores e dos ambientes educativos novas práticas e modelos de comunicação mais interativos. A informação e o conhecimento tornam-se mais fluidos, diversos e atuais. Fluxos variados de informação em vários suportes e formatos ou pesquisas em tempo real podem ser facilmente incorporados, acedidos e manipulados durante as aulas. A partilha de materiais e recursos retroalimenta uma rede de informação e troca de conhecimentos, amplia a aprendizagem e cria comunidades de prática com as tecnologias. A inclusão do QIM, no contexto do ensino e aprendizagem do Português, promoveu a literacia digital; o desenvolvimento de recursos digitais de aprendizagem; criou ambientes educativos modernos, mais apelativos, criativos e inovadores. Conduziu a uma mudança de práticas, que se querem mais ajustadas às necessidades e expectativas dos estudantes, aos desafios dos novos tempos e aos objetivos de uma educação que reforça o papel e autonomia dos indivíduos no processo de aprendizagem. Por isso, a lógica de projeto ou as dinâmicas de trabalho em projeto devem conduzir a dinâmicas de escola que elevem os comportamentos dos professores para se familiarizarem com a tecnologia, mas também para desenvolverem competências tecnológicas e profissionais coadunadas com contextos educativos atuais. Os resultados disponíveis mostram um quadro predominantemente positivo das possibilidades educativas dos QIM no ensino do Português. O QIM apresenta um conjunto de potencialidades pedagógicas; incentiva ao uso de recursos digitais em vários formatos e com várias finalidades; propicia estratégicas de construção e reconstrução dos percursos de aprendizagem que levam ao desenvolvimento de competências essenciais da língua. Porém, há ainda alguns aspetos que necessitam de ser revistos para tornar os QIM ainda mais eficazes como ferramenta de ensino e aprendizagem em sala de aula. Assim: i. A introdução de recursos digitais de aprendizagem na sala de aula deve ser um processo bem refletido que conduza e valorize a aproximação do professor e dos estudantes, visto que ambos estão perante uma nova realidade de conceitos, representações e formatos que carecem de habilidades, capacidades, comportamentos e literacias próprias; ii. A transformação do ensino, no que respeita a uma aprendizagem mais autónoma e individualizada, não está generalizada com a introdução dos QIM nos contextos de aprendizagem observados. Parece haver um incentivo para abordagens tradicionais centradas no professor e nos conteúdos, uma vez que a aquisição de conhecimentos está também condicionada por um sistema educativo que considera esses conteúdos estritamente necessários para o desempenho de determinadas tarefas; iii. Pelos vários níveis de análise do discurso pedagógico que se institui com os QIM, o tipo que melhor o define é ainda o tipo unidirecional. O discurso interativo, tão badalado pelos modelos comunicacionais modernos e pelos conceitos inerentes às tecnologias interativas, parece ainda não ter sido bem compreendido e explorado nos benefícios que os QIM, os recursos digitais interativos e as tecnologias em geral podem trazer ao processo de ensino e aprendizagem do Português no 3º CEB.

Microbe-mediated recovery of salt marshes contaminated with oil hydrocarbons

Salt marshes are highly productive intertidal habitats that serve as nursery grounds for many commercially and economically important species. Because of their location and physical and biological characteristics, salt marshes are considered to be particularly vulnerable to anthropogenic inputs of oil hydrocarbons. Sediment contamination with oil is especially dangerous for salt marsh vegetation, since low molecular weight aromatic hydrocarbons can affect plants at all stages of development. However, the use of vegetation for bioremediation (phytoremediation), by removal or sequestration of contaminants, has been intensively studied. Phytoremediation is an efficient, inexpensive and environmental friendly approach for the removal of aromatic hydrocarbons, through direct incorporation by the plant and by the intervention of degrading microbial populations in the rhizosphere (microbe-assisted phytoremediation). Rhizosphere microbial communities are enriched in important catabolic genotypes for degradation of oil hydrocarbons (OH) which may have a potential for detoxification of the sediment surrounding the roots. In addition, since rhizosphere bacterial populations may also internalize into plant tissues (endophytes), rhizocompetent AH degrading populations may be important for in planta AH degradation and detoxification. The present study involved field work and microcosms experiments aiming the characterization of relevant plant-microbe interactions in oilimpacted salt marshes and the understanding of the effect of rhizosphere and endosphere bacteria in the role of salt marsh plants as potential phytoremediation agents. In the field approach, molecular tools were used to assess how plant species- and OH pollution affect sediment bacterial composition [bulk sediment and sediment surrounding the roots (rhizosphere) of Halimione portulacoides and Sarcocornia perennis subsp. perennis] in a temperate estuary (Ria de Aveiro, Portugal) chronically exposed to OH pollution. In addition, the 16S rRNA gene sequences retrieved in this study were used to generate in silico metagenomes and to evaluate the distribution of potential bacterial traits in different microhabitats. Moreover, a combination of culture-dependent and -independent approaches was used to investigate the effect of oil hydrocarbons contamination on the structure and function of endophytic bacterial communities of salt marsh plants.Root systems of H. portulacoides and S. perennis subsp. perennis appear to be able to exert a strong influence on bacterial composition and in silico metagenome analysis showed enrichment of genes involved in the process of polycyclic aromatic hydrocarbon (PAH) degradation in the rhizosphere of halophyte plants. The culturable fraction of endophytic degraders was essentially closely related to known OH-degrading Pseudomonas species and endophytic communities revealed sitespecific effects related to the level of OH contamination in the sediment. In order to determine the effects of oil contamination on plant condition and on the responses in terms of structure and function of the bacterial community associated with plant roots (rhizosphere, endosphere), a microcosms approach was set up. The salt marsh plant Halimione portulacoides was inoculated with a previous isolated Pseudomonas sp. endophytic degrader and the 2-methylnaphthalene was used as model PAH contaminant. The results showed that H. portulacoides health and growth were not affected by the contamination with the tested concentration. Moreover, the decrease of 2-methylnaphthalene at the end of experiment, can suggest that H. portulacoides can be considered as a potential plant for future uses in phytoremedition approaches of contaminated salt marsh. The acceleration of hydrocarbon degradation by inoculation of the plants with the hydrocarbon-degrading Pseudomonas sp. could not, however, be demonstrated, although the effects of inoculation on the structure of the endophytic community observed at the end of the experiment indicate that the strain may be an efficient colonizer of H. portulacoides roots. The results obtained in this work suggest that H. portulacoides tolerates moderate concentrations of 2-methylnaphthalene and can be regarded as a promising agent for phytoremedition approaches in salt marshes contaminated with oil hydrocarbons. Plant/microbe interactions may have an important role in the degradation process, as plants support a diverse endophytic bacterial community, enriched in genetic factors (genes and plasmids) for hydrocarbon degradation.

Ecological and biotechnological potential of sponge microbiome

Marine sponges harbor microbial communities of immense ecological and biotechnological importance. Recently, they have been focus of heightened attention due to the wide range of biologically active compounds with potential application, particularly, in chemical, cosmetic and pharmaceutical industries. However, we still lack fundamental knowledge of their microbial ecology and biotechnological potential. The development of high-throughput sequencing technologies has given rise to a new range of tools that can help us explore the biotechnological potential of sponges with incredible detail. Metagenomics, in particular, has the power to revolutionize the production of bioactive compounds produced by unculturable microorganisms. It can offer the identification of biosynthetic genes or gene clusters that can be heterologously expressed on a cultivable and suitable host. This review focus on the exploration of the biotechnological potential of sponge-associated microorganisms, and integration of molecular approaches, whose increasing efficiency can play an essential role on achieving a sustainable source of natural products.

Assemblage structure and secondary production of mesozooplankton in shallow water volcanic CO2 vents of the Azores

Dissertação de mestrado, Biologia Marinha, Faculdade de Ciências e Tecnologia, Universidade do Algarve, 2015

Ecologic zonation model of the benthic foraminifera and thecamoebians of Guadiana river estuary and application in paleoenvironmental reconstruction

Tese de doutoramento, Ciências do Mar ( Processos de Ecossistemas Marinhos), Faculdade de Ciências e Tecnologia, Universidade do Algarve, 2012

Supporting the learning and networking experiences of doctoral students

This study explores the impact of a Graduate Virtual Research Environment (GVRE) on the learning and networking experiences of research students. The GVRE was established to support and enhance research skills and employability training across a university. It provides an extensive range of resources including video reflections based on the experiences of students and staff; GVRE members are encouraged to comment and engage in discussions on these resources. Our work is framed using social theories of learning and the role of communities in the support and development of research students. In particular, we are interested in exploring the challenges involved in developing communities and networks for students whose main focus is their individual research. The GVRE was made available to over 600 students and in this research we explore its impact on the experiences of research students. In particular, we investigate four questions: (a) what impact does the students use of the GVRE have on the development of their research skills; (b) what impact does membership of the GVRE have on the networks and communities of research students; (c) how do research students view the relationships between their research skills training programme, their individual research and the GVRE; and (d) how do research students currently use social media. We use an interpretivist approach and our data sources include site statistics, responses to a questionnaire and also feedback from a focus group. Our findings indicate that networking remains an issue and students suggested approaches to facilitating this using the GVRE: (1) A clearer pathway from skills need identification to skills acquisition; (2) Rewards for activities around networking - possibly through credit on the training scheme; (3) Activities that would involve research directly. Feedback on the GVRE indicated that it is valued by research students as it facilitates the development of their research skills. In terms of marketing the GVRE to research students important factors identified were: the ease of access to the site, the overview it gives of the PhD process; and the value of the site to students around the defining moments of their studies when the students felt they needed additional advice and guidance.

Networked learning ten years on: the rise of the virtual graduate school

The aim of this paper is to reflect on how conceptions of networked learning have changed, particularly in relation to educational practices and uses of technology, that can nurture new ideas of networked learning to sustain multiple and diverse communities of practice in institutional settings. Our work is framed using two theoretical frameworks: Giddens's (1984) structuration theory and Callon & Latour's (1981) Actor Network Theory as critiqued by Fox (2005) in relation to networked learning. We use these frameworks to analyse and critique ideas of networked learning embodied in both cases. We investigate three questions: (a) the role of individual agency in the development of networked learning; (b) the impact of technological developments on approaches to supporting students within institutional infrastructures; and (c) designing networked learning to incorporate Web 2.0 practices that sustain multiple communities and foster engagement with knowledge in new ways. We use an interpretivist approach by drawing on experiential knowledge of the Masters programme in Networked Collaborative Learning and the decision making process of designing the virtual graduate schools. At this early stage, we have limited empirical data related to the student experience of networked learning in current and earlier projects. Our findings indicate that the use of two different theoretical frameworks provided an essential tool in illuminating, situating and informing the process of designing networked learning that involves supporting multiple and diverse communities of practice in institutional settings. These theoretical frameworks have also helped us to analyze our existing projects as case studies and to problematize and begin to understand the challenges we face in facilitating the participation of research students in networked learning communities of practice and the barriers to that participation. We have also found that this process of theorizing has given us a way of reconceptualizing communities of practice within research settings that have the potential to lead to new ideas of networked learning.

Four years on: a longitudinal study assessing the impact of a virtual community of practice

This paper explores the long term impact of a virtual learning community (VLC) from the perspective of community members and their employing organization. It argues that membership potentially has a significant impact on individual identities and careers, and that managed communities provide an important means for strategic workforce development. The study evaluates the impact of membership of a VLC over a four year period within the context of the theoretical frameworks of communities of practice and identity theory. The concept of boundary crossing is also explored in relation to VLCs. The paper considers the benefits to host organisations in supporting structured VLCs as a means of enabling workforce development and supporting change and innovation.

Tsunami Hazard Assessment of the Strait of Juan de Fuca

This study presents and discusses the tsunami hazard posed by an updated CSZ earthquake scenerio to the coastal communities of Port Angeles and Port Townsend, based on the results of a high resolution GeoClaw simulation with 2/3 arc second resolution (about 20.56 meters) surrounding these towns. In addition, we will also present the results of a coarse regional simulation of the Strait of Juan de Fuca. This coarse study encompasses 28 regions that span the Strait’s coast, including the communities of Anacortes, Bellingham, Friday Harbor, and Victoria, BC in addition to extended areas around Port Angeles and Port Townsend. The finest grid for these 28 regions where we collected results had 2 arc sec resolution (around 62 meters). Finally, we will discuss some inherent uncertainties in the specification of the earthquake scenario, the limitations of the GeoClaw model, and the associated uncertainites in the results.

Learner’s satisfaction within a breast imaging eLearning course for radiographers

Background: An asynchronous eLearning system was developed for radiographers in order to promote a better knowledge about senology and mammography. Objectives: to assess the learners’ satisfaction. Methods: Target population included radiographers and radiogr aphy students, in order to assess eLearning satisfaction according to different experience levels in breast imaging. Satisfaction was measured through a questionnaire developed especially for eLearning systems, using a seven - point Likert scale. Main topics related are content, interface, personalization and learning community. Results: Overall, 85% of learners were satisfied with the course and 87,5% considered that the course is successful. Main areas that were evaluated by most learners in a positive way were interface and content (between six and seven - point); on the other hand, learning community presented a wider distribution of answers . Conclusions: The course provides an overall high degree of learner satisfaction, thus providing more effective knowle dge gain on breast imaging for radiographers.

BIWiki - Using a Business Intelligence Wiki to Form a Virtual Community of Practice for Portuguese Master's Students

Web 2.0 software in general and wikis in particular have been receiving growing attention as they constitute new and powerful tools, capable of supporting information sharing, creation of knowledge and a wide range of collaborative processes and learning activities. This paper introduces briefly some of the new opportunities made possible by Web 2.0 or the social Internet, focusing on those offered by the use of wikis as learning spaces. A wiki allows documents to be created, edited and shared on a group basis; it has a very easy and efficient markup language, using a simple Web browser. One of the most important characteristics of wiki technology is the ease with which pages are created and edited. The facility for wiki content to be edited by its users means that its pages and structure form a dynamic entity, in permanent evolution, where users can insert new ideas, supplement previously existing information and correct errors and typos in a document at any time, up to the agreed final version. This paper explores wikis as a collaborative learning and knowledge-building space and its potential for supporting Virtual Communities of Practice (VCoPs). In the academic years (2007/8 and 2008/9), students of the Business Intelligence module at the Master's programme of studies on Knowledge Management and Business Intelligence at Instituto Superior de Estatistica e Gestao de Informacao of the Universidade Nova de Lisboa, Portugal, have been actively involved in the creation of BIWiki - a wiki for Business Intelligence in the Portuguese language. Based on usage patterns and feedback from students participating in this experience, some conclusions are drawn regarding the potential of this technology to support the emergence of VCoPs; some provisional suggestions will be made regarding the use of wikis to support information sharing, knowledge creation and transfer and collaborative learning in Higher Education.

Predicting the impacts of climate change on the distribution and conservation of endemic forest land snails of Madeira Island

Climate change is emerging as one of the major threats to natural communities of the world’s ecosystems; and biodiversity hotspots, such as Madeira Island, might face a challenging future in the conservation of endangered land snails’ species. With this thesis, progresses have been made in order to properly understand the impact of climate on these vulnerable taxa; and species distribution models coupled with GIS and climate change scenarios have become crucial to understand the relations between species distribution and environmental conditions, identifying threats and determining biodiversity vulnerability. With the use of MaxEnt, important changes in the species suitable areas were obtained. Laurel forest species, highly dependent on precipitation and relative humidity, may face major losses on their future suitable areas, leading to the possible extinction of several endangered species, such as Leiostyla heterodon. Despite the complexity of the biological systems, the intrinsic uncertainty of species distribution models and the lack of information about land snails’ functional traits, this analysis contributed to a pioneer study on the impacts of climate change on endemic species of Madeira Island. The future inclusion of predictions of the effect of climate change on species distribution as part of IUCN assessments could contribute to species prioritizing, promoting specific management actions and maximizing conservation investment.