Environment
| Mount Mitchell | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Climate chart (explanation) | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
|
||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
|
||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
The mountain's summit is coated in a dense stand of Southern Appalachian spruce-fir forest, which consists primarily of two evergreen species— the red spruce and the Fraser fir. Most of the mature Fraser firs, however, were killed off by the non-native Balsam woolly adelgid in the latter half of the 20th century. The high elevations also expose plant life to high levels of pollution, including acid precipitation in the form of rain, snow, and fog. These acids damage the red spruce trees in part by releasing natural metals from the soil like aluminum, and by leaching important minerals. To what extent this pollution harms the high-altitude ecosystem is debatable.
While the mountain is still mostly lush and green in the summer, many dead Fraser fir trunks can be seen due to these serious problems. Repairing the damage is a difficult issue, as the pollutants are often carried in from long distances. Sources can be local or hundreds of miles or kilometers away, requiring cooperation from as far away as the Midwest.
Wildflowers are abundant all summer long. Young fir and spruce trees do well in the subalpine climate, and their pine cones feed the birds along with wild blueberry and blackberry shrubs.
The second highest point in eastern North America, Mount Craig at 6,647 feet (2,026 m), is roughly a mile to the north of Mount Mitchell.
Read more about this topic: Mount Mitchell
Famous quotes containing the word environment:
“A positive learning climate in a school for young children is a composite of many things. It is an attitude that respects children. It is a place where children receive guidance and encouragement from the responsible adults around them. It is an environment where children can experiment and try out new ideas without fear of failure. It is an atmosphere that builds children’s self-confidence so they dare to take risks. It is an environment that nurtures a love of learning.”
—Carol B. Hillman (20th century)
“If the Revolution has the right to destroy bridges and art monuments whenever necessary, it will stop still less from laying its hand on any tendency in art which, no matter how great its achievement in form, threatens to disintegrate the revolutionary environment or to arouse the internal forces of the Revolution, that is, the proletariat, the peasantry and the intelligentsia, to a hostile opposition to one another. Our standard is, clearly, political, imperative and intolerant.”
—Leon Trotsky (1879–1940)
“For those parents from lower-class and minority communities ... [who] have had minimal experience in negotiating dominant, external institutions or have had negative and hostile contact with social service agencies, their initial approaches to the school are often overwhelming and difficult. Not only does the school feel like an alien environment with incomprehensible norms and structures, but the families often do not feel entitled to make demands or force disagreements.”
—Sara Lawrence Lightfoot (20th century)