Photo Friday: Nelly Elagina’s View of Mount Elbrus

Among the Caucasus Mountains, on the edge of Russia’s border with Georgia, sits the perennially snow-covered peak of Mount Elbrus, rising to a height of 5,642 meters and holding the title of tallest summit on the European continent. It is home to not one, but two summits, both of which are dormant volcanic domes, and 22 glaciers that feed three different rivers: the Baksan, Kuban, and Malka. The area of its glaciers decreased 14.8 percent during the first half of the 20th century and 6.28 percent during the second half, according to a report by the Russian Academy of Sciences National Geophysical Committee.

Despite its gradually melting glaciers, Mount Elbrus is frequented by climbers because of its status as one of the Seven Summits. The Seven Summits are the highest mountains on each of the seven continents and some serious climbers set out to summit them all. As such, it is a popular destination, but also a rather perilous one: 15-30 climbers die each year seeking to reach the summit, sometimes due to the region’s unpredictable weather.

The stunning wisps of clouds looping around the dark rock formations that peek out of their snowy coverings and the expansive views that can be seen from the mountain are captured by photographer Nelly Elagina. Her images convey a feeling of wonder and excitement that may explain why climbers are drawn to Mount Elbrus. Elagina is a researcher in the department of glaciology at the Russian Academy of Sciences’ Institute of Geography.

All images were taken by Nelly Elagina. You can find her on Instagram here.

Read More on GlacierHub:

The Impact of the GRACE Mission on Glaciology and Climate Science

How Dust From Receding Glaciers Is Affecting the Climate

New Weather Stations Aid Denali Researchers and Climbers

Teaching Geology Through Climbing

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A map of the Verbano-Cusio-Ossola province in Italy (Source: Gigillo83/Creative Commons).

Learning by doing can be an effective educational tool. Irene Bollati et al. discovered this to be true while researching climbing as a way to educate students about earth science in the glacier-rich Italian Alps. Their findings were featured in a recent article in the Journal of the Virtual Explorer, in which they describe how climbing teaches young people about processes like weathering and glacial retreat.

For their research, Bollati et al. looked specifically at the Verbano-Cusio-Ossola Province in the western Italian Alps, where there is a long tradition of mountaineering. As the most northern province in Italy’s Piedmont region, the Verbano-Cusio-Ossola is located in a subduction zone in which the Eurasian and African plates collide. Mountain chains like the Alps are an ideal location for education, because they contain geosites, places where many geological and geomorphological processes are exposed in a relatively small area. By finding these locations on which to climb, younger generations can be inspired to learn and become more invested in the preservation of the site’s features.

Finding geosites typically has one of two goals, according to Bollati et al. The first is geosite conservation when the site is rare and at risk of degradation. The second is earth science dissemination in cases where the site is valuable for educational purposes. In the latter, it is important that the site’s usage for educational purposes not put its scientific integrity at risk. In their study, Bollati et al. focused on methodology to find the most valuable geosites which meet both goals.

Specifically, the researchers focused on a pilot educational project, in which they assessed 100 13 and 14-year-old students from four schools about 80 km from the study region. The project sought to identify the most suitable climbing locations and best mountain cliffs on which students could learn about earth science and geoheritage. According to Bollati et al., geoheritage includes earth features and processes that should be sustained, conserved or managed for their natural heritage value. To determine these regions, Bollati et al. relied on eight major criteria including accessibility, rock cliff quality, and the presence of evident and active hazards. In total, they analyzed 59 crags using the eight major criteria, further dividing those crags into sub-locations.

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The subduction zones in Europe (Source: Woudloper/Creative Commons).

In total, the study pinpointed 14 sub-locations or “geodiversity” sites in the Verbano-Cusio-Ossola province best suited for hiking and climbing. Subduction-collision zones like the Alps are excellent examples of geodiversity sites due to the many different types of rocks found within narrow areas. “Geodiversity,” a term first introduced in 1993, can be understood as the equivalent of biodiversity for geology, according to a paper by Murray Gray. It includes all geological, geomorphological, and soil features. It also encompasses their properties, relationships, and systems, according to Bollati et al.

The researchers defined three categories of geodiversity: extrinsic geodiversity (geodiversity of a region in comparison with other regions), regional intrinsic geodiversity (within a region), and geodiversity of a single site. The best examples of these processes and resulting features are called “geodiversity sites.” The most valuable of these for geoconservation are referred to as “geosites” and form the “geoheritage” of a region.

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A view of the Italian Alps (Source: A. Duarte/Flickr).

In the Verbano-Cusio-Ossola province, students can observe several important signs of glaciation. For example, rock slopes along the Ossola Valley and in the tributary valleys demonstrate glacial modeling. In addition, the researchers used rock samples and virtual methods to introduce the students to the three major rock families, igneous, metamorphic, and sedimentary, as well as the geomorphology of the cliffs.  

Bollati et al. also used videos of climbers along three selected routes to help students learn where climbers were finding foot- and hand-holds. The hope was that students would become curious and ask questions about how the rocks formed. However, the authors found that the videos served better as support than as a substitute for the hands-on learning about earth science that climbing provides. By physically climbing the peaks, students learn first-hand how different climates and rock types impact the Earth.

In their study, Bollati et al. confirmed that students can more effectively learn by doing, understanding earth science better by identifying the more suitable locations on which to climb. Their findings encourage future generations interested in geology and conservation to find inspiration while climbing mountains.

 

Photo Friday: Thanksgiving Dinner and High Altitude Meals

In the United States, the Thanksgiving holiday represents a day to give thanks for all of our blessings and signals the beginning of the winter holiday season. The day is often celebrated with a traditional turkey dinner in the company of family and friends. In the spirit of Thanksgiving’s gastronomical tradition, GlacierHub took a look at the types of food consumed by climbers on expeditions in high-altitude glacial environments. Eating properly on and before a strenuous climb is an essential part of any successful ascent.

After finishing your pumpkin pie this holiday season, take a look at some of the meals consumed at high elevations from some amazing glacial regions:

 

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Climbers Tommy Caldwell and Kevin Jorgeson enjoy breakfast high on the mountain (Source: Cory Richards).

 

 

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A typical setup for on-mountain nutrition while climbing above base camp (Source: TA Loeffler).

 

 

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A high-altitude tent tea house where basic snacks and tea are served. Everest base camp lies in a Hindu area where the slaughtering of animals is prohibited (Source: MountainIQ).

 

 

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The traditional Dal Bhat dish, which is commonly consumed in Nepal, Bangladesh and India (Source: 松岡明芳).