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Come for less to Faunia and Zoo Aquarium Madrid, on two different days!

For animal lovers, save online, come whenever you want, without reservation, buy now your ticket and enter the park the day you prefer, flexible day of visit, no need to book, visit us when you prefer, find the perfect solution for your stay, promotions and discounts, unforgettable visit, official tour operator.

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How to arrive, discover our animals.

Among the activities  that you can live in Madrid, interactions with animals in Faunia are the most incredible adventures you can imagine! Faunia Madrid is the perfect place to see exotic species of animals.

Come to meet our  fur seals, king penguins , manatees  and many other incredible species!

Conservation and Education programs

Faunia is the best place to meet animals in Madrid. But it's not only a place where to entertain ourselves.  Faunia is deeply involved in the areas of conservation and education , trying to safeguard future ecosystems. Though our Educational Activities, you can learn about Animals Conservation Commitment and Sustainability programs focused on respecting nature and environment.

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In Faunia Madrid , you will find many places where to eat. A wide variety of choice among which you'll be able to go for a quick break or for a Self Service menu in a restaurant. Try them all!

Sweets, candies, ice-creams and many souvenir are awaiting you! Come discover our merchandising , including branded products or stuffed animals.  Take a souvenir with you and make your visit unforgettable!

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Faunia - All You Need to Know BEFORE You Go (2024)

• (3.95 mi) ARTIEM Madrid
• (4.44 mi) SLEEP'N Atocha
• (4.17 mi) Only YOU Hotel Atocha
• (3.52 mi) Petit Palace Arturo Soria
• (4.64 mi) Hotel Unico Madrid
• (0.70 mi) Chulapas Cafe
• (0.27 mi) La Taberna de Chana - Vicalvaro
• (1.49 mi) Amordmadre
• (0.40 mi) Arpillera
• (0.09 mi) Faunia
• (0.27 mi) Parque Forestal de Valdebernardo
• (1.09 mi) Yaebi
• (0.71 mi) El Cubo Escape Room
• (1.29 mi) Bite The Fly Escape Room
• (4.08 mi) Parque del Retiro

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This nature theme park recreates some of the different habitats on the planet. King penguins, Steller sea lions (the largest species in their family), Komodo dragons and West Indian manatees are a few of the animals you can see without leaving town.

It is divided into 15 themed areas designed to reveal all the details of the different species that inhabit them. Visitors can explore the Flamingo Lake, the Pelican Lake, the Silent Shadows area (with nocturnal animal species), the insects and plants in the Garden of Eden, the Beehive, the Farm (where animals can be fed and petted), the Nest (where you can see eggs hatch), Wallaby Territory (with species from the Australian outback), Meerkat Territory, the Underground Mysteries pavilion, the Evolution pavilion and Naturactiva (an interactive cinema showing 3D films). Faunia also has special shows (for example, birds of prey, or marine mammals), interaction with animals (such as northern fur seal, rainbow lorikeets, West Indian manatees, and pelicans), and four recreated ecosystems from different parts of the planet: the Poles, Amazon jungle, Mediterranean woodlands, and African rainforest. There are also rest and recreation areas and a wide variety of restaurant options.

Avenida de las Comunidades, 28

28032  Madrid  (Madrid Region)

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Our mission is to share our love of animals with everyone, and give future generations a reason to care about animals, our/their environment, and the natural world.

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Welcome to ecofauna.

We are all about the animals, environment and how our daily lives affect every aspect of the ecosystems around us. We strive to educate everyone we meet on the importance of eco friendly and sustainable practices in our lives, as well as to respect and protect the wildlife around the world. Our animal shows help bring some fun and education that help us understand why our local ecosystems are so important.

We offer a variety of educational animal shows for all audiences and occasions:

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We offer a variety of educational animal shows for all audiences and occasions.

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• Ecological Education Curriculum

These curricula are designed specifically for the native plants of each region, and uses the concept of ecoregions to build a sense of place. Our curriculum series: Connects students with their local eco-region Introduces students to the wondrous biodiversity of flora and fauna Regionally-based, high quality curricula for grades 9-12 Provides support for outdoor, in-school and/or at-home educators

Curriculum Guiding Principles Lessons build on the learning needs of the students as well as the resources of local communities. Place-based: The local community is the starting point for teaching concepts in science and culture; students learn about where they live Hands-on: Students actively use all of their senses to explore nature, stewardship, and science Inquiry-based: Students learn science by asking and answering questions as a guide to discovering the world around them Experiential: Students don’t just learn, they DO Service-learning: Learning activities directly benefit community, motivating students by giving extrinsic value to their work Aligned with education standards Fosters community partnerships: Students forge relationships with peers and professionals by taking part in their community Interdisciplinary: Curriculum pieces integrate across disciplines teaching about native plants through science, math, social studies, art, and literacy Developed within the framework of the North American Association of Environmental Educators (NAAEE) Guidelines for Excellence: Fairness and accuracy, depth, emphasis on skills building, action orientation, instructional soundness, and usability

These lessons encourage students to study what is outside their door and to become informed and active citizens in local natural area issues and decisions in their future. All lessons start with a “Teacher Page,” which gives background information and essential skills. “Student pages,” assist participants in developing their literacy proficiency and becoming active in service-learning and community projects.

From Salmonberry to Sagebrush: Exploring Oregon’s Native Plants

Botany Bouquet, The Secret Life of Flowers , and Survival Quest: A Pollinator Game , are just a few of the interactive lessons in the Institute for Applied Ecology’s new high school ecoregional curriculum. The goal of the curriculum is to introduce students to the wondrous biodiversity of flora, and the connections between plants and their ecosystems. It is designed specifically for Oregon’s native plants and can be adapted to different ecoregions within the state.

The curriculum’s lessons encourage students to study what is outside their door and to become informed and active citizens in local natural area issues and decisions in their future. All lessons start with a “Teacher Page,” which gives background information and essential skills. “Student pages,” assist participants in developing their literacy proficiency and becoming active in service-learning and community projects. Oregon Education Standards correlated to the lessons, recommended botanical field guides for Oregon Ecoregions, schoolyard plant species lists and Oregon ethnobotanical plants and their uses, are found in the appendices. the curriculum authors worked closely with teachers and an advisory council to develop the curriculum.

Download PDF Purchase

From Ponderosa to Prickly Pear – Exploring the Native Plants of New Mexico

From Ponderosa to Prickly Pear: Exploring the Native Plants of New Mexico was release in early 2017 and was compiled by staff from our Southwest Program office in Santa Fe, NM. This high-school level ecoregional curriculum offers a complete study of native plants in the “Land of Enchantment” state.

A special thanks to our funders: U.S. Department of the Interior Bureau of Land Management and the Native Plant Society of New Mexico -&- to the following for their vision in making this curriculum possible: Peggy Olwell – Bureau of Land Management, Plant Conservation Lead, BLM National Program Joan Seevers – Bureau of Land Management, Plant Conservation Lead BLM, Oregon/Washington (retired) Nancy Sawtelle – Bureau of Land Management, Plant Ecologist, Eugene District, Oregon (retired)

In addition we have had numerous people who have acted as advisors and have contributed botanical, ecological, or educational expertise, and painstakingly edited and re-edited materials. Thank you all, your contribution has been important and appreciated.

Project Botany: Native Plants of the United States

Nature is not something found in a faraway place. Wildness is not limited to exotic locales featured on nature documentaries. Nature is all around us. Place-based environmental education is crucial to fostering an appreciation of the natural world. This curriculum is intended to serve as a guide to study the native plants that define our local landscapes with the intention that your students will gain a better understanding and appreciation of the place that they call home.

Our guiding principles of this curriculum revolve around place-based, inquiry-based and hands-on learning that foster community partnerships and service-learning. Lessons progress from basic plant identification into more advanced topics in botany, ethnobotany, ecology, and restoration. We understand that many teachers are unable to commit to the entire unit of study in their school-year planning, so lessons can be used individually.

This curriculum is developed within the framework of the NAAEE Guidelines for Excellence.

We would like to thank the following people for their contribution in producing Project Botany: Peggy Olwell—Bureau of Land Management, Plant Conservation Lead, BLM National Program Joan Seevers—Bureau of Land Management, Plant Conservation Lead, Oregon/Washington Nancy Sawtelle—Bureau of Land Management, Plant Ecologist, Eugene District, Oregon

Blue Hole Cienega: A Curriculum for Desert Wetlands and the Unique Plants that Live There

This ecological curriculum for grades 6-8 uses place-based learning and activities to explore concepts in ecology, botany, and social dynamics of Blue Hole Cienega in Santa Rosa, New Mexico. Blue Hole Cienega, a spring-fed wetland in an otherwise arid region, is home to several rare plant species including the Pecos sunflower (Helianthus paradoxus) and Wright’s marsh thistle (Cirsium wrightii). This curriculum was developed by IAE in partnership with the Quivira Coalition, who works with the Santa Rosa community and the New Mexico Environment Department Surface Water Quality Bureau Wetlands Program to guide wetland stewardship in Santa Rosa. Through this effort, it became clear that educating Santa Rosa youth about the unique ecosystem surrounding them is one of the most important steps towards lasting stewardship.The curriculum is part of the Wetland Action Plan funded by the NMED SWQB Wetlands Program.

Foundations in Gardening

Foundations in Gardening curriculum for prison Adults in Custody in the Sustainability in Prisons Project education certificate program.

Curriculum Guiding Principles

Lessons build on the learning needs of the students as well as the resources of local communities.

Place-based: The local community is the starting point for teaching concepts in science and culture; students learn about where they live Hands-on: Students actively use all of their senses to explore nature, stewardship, and science Inquiry-based: Students learn science by asking and answering questions as a guide to discovering the world around them Experiential: Students don’t just learn, they DO Service-learning: Learning activities directly benefit community, motivating students by giving extrinsic value to their work Aligned with education standards Fosters community partnerships: Students forge relationships with peers and professionals by taking part in their community Interdisciplinary: Curriculum pieces integrate across disciplines teaching about native plants through science, math, social studies, art, and literacy Developed within the framework of the North American Association of Environmental Educators (NAAEE) Guidelines for Excellence: Fairness and accuracy, depth, emphasis on skills building, action orientation, instructional soundness, and usability

6th Grade Wetlands & Estuaries Curriculum

Developed in partnership with the Confederated Tribes of Siletz Indians. Available for free PDF download:

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Restoration

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• Ecological Education Program
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Main Office: 4950 SW Hout Street Corvallis, OR ​97333-9598 541-753-3099 [email protected]

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RACIAL CONFLICTS IN THE CAMPUS NOVEL OF THE EARLY 2000s: PHILIP ROTH'S THE HUMAN STAIN AND ZADIE SMITH'S ON BEAUTY

2015, Litteraria Pragensia vol. 25, no. 49

This article analyses Philip Roth's The Human Stain (2000), alongside Zadie Smith's On Beauty (2005), as campus novels that respond to wider socio-political issues. In particular, both texts reflect racial anxiety on the American campus at the turn of the century. The Human Stain focuses on Coleman Silk, a classics professor at the fictional Athena College who is, towards the end of his career, unjustly charged of using a racial slur against African Americans in the classroom. Ironically, the novel reveals that Silk himself is an African American that has been passing for a Jewish American for his whole academic career. Similarly, On Beauty deals with two art professors fighting on the opposite sides of the Culture Wars at the fictional Wellington College. While the liberal one is a white Englishman who has married an African American woman, his conservative opponent is an anglicized Trinidadian visiting lecturer who condemns affirmative action. Thus, both novels illustrate not only the complexity of how race is perceived in academia, but especially the problematic attitudes to race both individuals and institutions embrace.

Related Papers

American and British Studies Annual

Petr Antene

Both Mary McCarthy’s The Groves of Academe (1952) and Philip Roth’s The Human Stain (2000) are campus novels satirizing the political environment of their time. Roth’s novel presents the life story of Coleman Silk, a classics professor at fictional Athena College who is towards the end of his career unjustly charged of using a racial slur against African Americans in the classroom. The case is taken up by his department head and Silk is forced to resign. This more recent indictment of American political correctness provides interesting frames of comparison with McCarthy’s earlier novel. In this text, literature professor Henry Mulcahy, who is to lose his job at the fictional Jocelyn College, spreads the rumor that he is being dismissed because he was once a member of the Communist Party. Mulcahy’s motivation is a belief that the college and faculty are too politically correct to be seen as persecuting the Left. Not only does Mulcahy keep his job, but the college president is forced to resign. While almost half a century apart, both novels provide a harsh satire of American academia, highlighting ways in which the obsession with political correctness can be abused with devastating results. Most revealingly, in the earlier novel the corrupted faculty member abuses the well-intentioned institution, whereas in the more recent text the innocent individual is victimized.

EAST -WEST CULTURAL PASSAGE, vol. 22, no. 1, 2022.

Laura Wright

This article provides an examination of the ways in which academic portraiture is deconstructed in three contemporary visual narratives whose academic protagonists are women of color, the Netflix series Dear White People (2017-2021), which is based on the 2014 film of the same name, both of which were created by Justin Simien; the 2021 Netflix series The Chair, created by Amanda Peet and Annie Julia Wyman; and the 2022 film Master directed by Mariama Diallo. In all three narratives, institutional portraits of white men are overdetermined as symbols of a foundational, historical, and omnipresent white supremacist misogyny that permeates higher education. Furthermore, these portraits serve to frame these narratives by conveying characters' positions as both products of and confrontational to an academic nostalgia for the past conveyed through the prevalence of portraits of wealthy white menand the white male gazewho have shaped and continues to shape and determine the white supremacist story of higher education in the United States.

Educational Philosophy and Theory

Sheron A Fraser-Burgess, Ph.D.

Bernadette M Calafell

Kanika Batra

Zadie Smith's novel On Beauty confirms that the fiction of the second generation Carib- bean diaspora has indeed arrived on the international scene, if indeed any confirmation was required after the phenomenal success of Smith's first novel White Teeth. 1 The status of Smith's fiction in the Euro-American academy, which is also the setting of On Beauty, encourages an analysis of disciplinarity and institutionalization. Recent criticism has directed attention to Smith's portrayal of the American academy in passing. In a review of Elaine Showalter's Faculty Towers: The Academic Novel and Its Discontents, Alan McKen- zie points to "complacency both in the novels and campuses" that Showalter examines and concludes by commenting on Smith's On Beauty as a "strange" and "wonderful" novel which he is "not certain" would have benefitted from having been run through the "very fine mill" of Showalter's critical exege...

Chindy Fathmulia Diraja

International journal of African renaissance studies

Carolann Daniel

Philip Roth Studies, Special Issue: Roth and Race 2.2 (Fall 2006): 121-137.

Julia Faisst

This article maps the discourse of the hipster figure on the protagonist of The Human Stain. Coleman Silk can be read as a whitened African American, a blackened Jew, or even an inauthentic Negro, and the novel blurs the boundaries of racial America by enacting Silk's self-transformation via language and humor within the space of interracial American literature.

Social Identities

Julia E Janes

Toussaint Losier

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• Senior (over 65 years old)
• Large family adults and children
• Person with disability + 1 free companion (degree of disability equal to or greater than 33%)

Pack Zoo Madrid + Faunia*

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• Under 3 years old  free

*Reduced ticket and Reduced ticket with open date conditions: You can buy these tickets if you meet any of the following conditions:

• Senior:  over 65 years old. To enjoy the Senior Reduced ticket you must present your ID to be able to access the park.
• Adults and children large family . You must prove it by presenting an official document (proof of large family).
• Person with disability + 1 free companion.  You must prove a degree of disability equal to or greater than 33% by presenting an official document. The companion enters free. Disabled persons can always take advantage of the cheapest rate offered to the general public available at the time of purchase and provided they meet the requirements of that rate. Check conditions on our website or at the ticket office.

*Ticket conditions included in the Zoo Madrid + Faunia Pack: 

• General, children's or reduced full-day ticket for each of the parks.
• Valid for any day (according to the parks' opening calendar) until 31 December of the current year.

Benefit from the advantages of buying online: avoid queues and find the best discounts in advance and products. Check  the best available price for each day quickly and easily in our  Purchase Calendar . 

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If you book before 31/03/24 and pay in advance before the visit, you will get 2 free student tickets ! Valid for bookings made and paid from the school, from Monday to Friday until 30/06/24 . Minimum 20 paying pupils.

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• Electric wheelchairs available for people with reduced mobility, subject to availability at our Information Office . The amount of the deposit is returned once the motorcycle is delivered at the end of the visit. No prior reservation accepted.

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Leadership Team and Staff Changes in the Provost Office

Dear Staff and Faculty,

I’m pleased to share with you a small number of leadership and organizational changes to address openings resulting from announced retirements and additional transitions.

Jen Roberts, Vice Provost for Graduate Studies, will become the Vice Provost for Academic Affairs and Graduate Studies. Jen has been a member of the KU faculty since 2001, initially joining as an assistant professor in the Department of Geology. Her new role will be a full-time position for a tenured faculty member. She will continue to oversee Graduate Studies and will also add oversight of International Affairs as well as KU’s ROTC military programs. She will serve as the Provost’s primary liaison to Student Affairs, Academic Success and Enrollment Management. Through her expanded role, Jen also will provide strategic direction and leadership in a variety of assessment activities including documenting student learning in academic programs, academic portfolio development, curricular innovation, academic strategic direction and other accreditation related activities.

This increased responsibility is possible through a move by Professor Holly Storkel to step away from her quarter-time appointment as Vice Provost for Assessment and Program Development to focus on research activities. She is also completing a term as Editor-in-Chief of Language, Speech, and Hearing Services in Schools.

On the Edwards Campus, Sharon Graham, Vice Provost for Lifelong and Professional Education has announced her intention to retire in August. Sharon is a long-time KU leader who has spent the past seven years leading Lifelong and Professional Education (LPE). She also has considerable experience guiding students in the Self Graduate Fellowship Program and, before then, in KU Continuing Education, the precursor of LPE. Sharon oversaw the expansion of the unit’s offices to the Edwards Campus in Overland Park. Her role also includes oversight of the Kansas Law Enforcement Training Center and the Kansas Fire & Rescue Training Institute.

Emily Zentner, Director of Business Services for LPE and Associate Director of Fiscal Services for the Edwards Campus, has agreed to serve as the interim Vice Provost of LPE beginning August 20. She has held a number of fiscal management roles in LPE since first joining the university as business manager for the KU Aerospace Short Course Program in 2008.

Inside the Provost Office Suite, Chief of Staff Linda Luckey, after 25 years in various leadership roles at the university, has announced she will retire in September. Linda has been an important part of my transition to KU, during an exceptionally challenging period for all of us, and she has skillfully served several provosts and College deans. She leaves a great legacy for KU as the founding director for the Center for Service Learning and through her service to women leaders at the institution.

I’ve asked Provost Office Communications Manager and Director of Internal Communications Jill Hummels to expand her responsibilities to include the Chief of Staff role upon Linda’s retirement. Jill is in her 21st year with the university and she has considerable experience on a number of working groups and committees. Before she joined the Provost Office in 2015, she worked with students, staff, faculty, administrators and alumni in the School of Engineering.

My Executive Associate Faunia Tuma will take on additional organizational functions in our office that for the past year and a half have been cultivated and coordinated by Provost Office Operations Manager and new Master’s of Public Administration graduate Collin Cox. We wish Collin all the best as he pursues a doctorate in higher education at Florida State University.

I’m excited about the skills and talents our refreshed team possesses, and I have both high hopes and high expectations for them and for what they can do for our institution. They have a big challenge ahead of them – personally, professionally and in service to the university community. Over the past year, I know I’ve asked much of units and offices all across campus, and I’ve asked the same of the Provost Office. With various cost-savings measures we introduced and through leveraging other changes, the Provost Office has seen a 20 percent staffing reduction this year. It continues a trend over the last five years, and our team is now 30 percent smaller than it was in 2016.

This reduction in staffing doesn’t mean there’s less to do, that the work is less important, or that we are less dedicated to doing it right. It does mean we are working to reduce the load through proactive efforts and better use of established roles and responsibilities.

Our strategic plan Jayhawks Rising actively aligns our resources, activities and expertise. I hope you will call upon our Provost Office team members in their new roles – introduce yourself if you haven’t yet met them – and work alongside them as we all strive to elevate our institution in the months and years ahead.

Equally important, please join me in thanking Sharon Graham, Linda Luckey, Holly Storkel, and Collin Cox for their service, contributions and commitment. We owe them our appreciation for a job well done.

Respectfully,

Barbara A. Bichelmeyer Provost & Executive Vice Chancellor

• Universities

Moscow City Pedagogical University

Applying to MGPU is easy! Find all the information you need on our website.

Information is exploratory. For accurate information, refer to the official website of the school.

Moscow City Pedagogical University (MGPU) — public for-profit university. It is located in Moscow, Russia. It is a modern higher education institution, established in 1995. As an active member of International Association of Universities (IAU), MGPU is participating in developing the academic environment.

MGPU works in several scientific areas and is waiting for new students.

MGPU tuition fees

The academic calendar at MGPU is divided into two semesters, as in many other universities in Russia. For convenience, tuition fees are calculated per year. Tuition fees at MGPU are different for locals and foreigners. Russia citizens pay 54  USD per year, while international students pay a minimum of 5,000  USD . The university provides tuition assistance to some students through financial aid programs. They are available to both locals and foreigners. Check the university website for up-to-date information on prices and available scholarships.

When choosing an educational institution, it is important to be aware of additional costs: accommodation, transportation, study materials, meals and personal expenses.

Bachelor degree at MGPU

For admission to a bachelor's program, you must successfully pass the entrance exams.

MGPU campus

The campus of MGPU is urban. This means that students study closely to the sights and the entire recreational infrastructure of the city. This type of campus gives students more options for internships and part-time jobs. The educational institution has its own library. Here, students do their homework or just have a good time reading an interesting book. MGPU accepts students for international exchange programs. This is a great opportunity to gain experience in intercultural communication for both international and local students.

What to do after graduation

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Moscow State University

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Death Valley is alive this year. A super bloom is the latest sign.

TECOPA, Calif. — Sometimes the desert holds its secrets close, whispering them only to those who carefully listen. But this year, the hottest and driest place in America might as well be shouting.

In California’s Death Valley region, the last few months have been remarkably loud. And the latest bellow is still ringing out, with the area’s native wildflowers bursting into bloom. The flowers have filled a place best known for its shades of browns and grays with brilliant blasts of yellow and purple and sprinkles of pink and cream.

This roaring display comes just weeks after the resurrection of a long-dead lake , which filled the park’s Badwater Basin and drew visitors from across the country for a once-in-a-lifetime chance to paddle across a body of water rarely revived since prehistoric days.

These fleeting phenomena can both be traced to the unusual and record-setting precipitation that has inundated the state since August, when Hurricane Hilary gave Death Valley its wettest day ever . Subsequent storms dumped even more rain on the desert, eventually dragging it out of a years-long megadrought.

All this water set the stage for one of the best wildflower seasons since 2016, and scientists estimate that tens of thousands of acres are blooming simultaneously. The show has added to the region’s extraordinary year, attracting tourists to the constellation of remote towns along the park’s edge, like Tecopa and Shoshone, where the colors are most vivid. And while the current desert bloom is more subtle than last spring’s statewide flower explosion , for those who revere this place and the plants that thrive here, it is no less super.

“The casual visitor, in a time when there aren’t wildflowers, would think, ‘Oh, this is barren, this is desolate, no wonder they call it Death Valley — I don’t see the life,’” said Naomi Fraga, the director of conservation at the California Botanic Garden, the largest botanical garden dedicated to the state’s native plants. “The thing about a super bloom is it forces you to realize the abundance of life that’s actually here. Because all of a sudden you have all these annuals that are everywhere and it’s amazing. It just feels magical, beautiful.”

For people like Fraga, a desert plant specialist, and her frequent collaborator, Patrick Donnelly, who lives in Shoshone and works as the Great Basin director for the Center for Biological Diversity, good wildflower years are restorative. Operating in one of the world’s most extreme places — where the sobering realities of climate change hang in the air like sand on the wind — takes its toll.

So in years when the rain and the temperature align just right, summoning forth a bounty of blossoms, the pair spends days crisscrossing the Mojave in search of wildflowers to soothe the soul.

“With my job, I have a sense of impending doom 24/7,” Donnelly said, steering his truck over rough dirt roads. “So I’m going to enjoy this. Because I need it. … I love flowers in the desert, it’s the thing that makes me happiest in the world, you get addicted to it. So I’ll just take it and try to drink it all up while I can.”

In that way, these plants do for Fraga and Donnelly exactly what they do for their own ecosystem: When they flower, they spread seeds and replenish a natural underground storage network hidden in the soil. The seeds can survive that way for years, even decades, waiting out harsh conditions in the subterranean seed bank until the next big bloom. Scientists are likewise making the most of this time, because they know rougher years await.

While Fraga and Donnelly feel all blooms are worthwhile, the public in recent years has become fixated on one particular type: the super bloom. But it’s a tricky term.

For one, there’s no scientific definition. Its precise origins are unclear, but it appears to be rooted in National Park Service lore. Old-timers stationed in Death Valley were using the term in the ’90s, according to former park ranger Alan Van Valkenburg, as they swapped stories about the biggest blooms they’d witnessed.

The phrase was hardly seen in media reports before 2016, when Death Valley erupted in color , drawing revelers — and reporters — in droves and sending the words to go viral. A newspaper article 10 years earlier described that spring’s desert bloom as perhaps the best of the century, but did not employ the “super” superlative.

Whatever its source, the term has rankled some botanists, who feel it sensationalizes a sacred ecological process. Others have debated what should qualify as a super bloom. The Park Service, for instance, has not declared a super bloom on the Death Valley floor this year. But just outside the park’s bounds, wide swaths of flowers were stating their own case and Fraga, for one, has learned to live with the terminology.

“I figure if it helps people see the plants, then you’ve got to just go with it,” she said, walking through a field of brilliant yellow desert golds, sometimes known as desert sunflowers.

This spring, if people look in the right places, they’ll see a riot of color: long stretches of the bright desert golds reflect the harsh midday sun along both sides of Highway 127, an old road that runs north toward the park from Baker, Calif.

Elsewhere — perhaps in the shadow of nearby Tecopa Peak, near the historical China Ranch Date Farm or around the Dumont Dunes — purple shocks of sand verbena, tall stalks of desert lilies and bouquets of Mojave prickly poppies, with their jagged leaves and delicate white flowers, form a tapestry of color that stands in stark contrast to the desolate stereotypes many still hold about places like Death Valley.

What makes this year unique, Fraga said, is the size of the plants and the longevity of their blooms, features she attributes to the unusual mix of summer and winter precipitation. Good wildflower years allow botanists like Fraga to collect samples of rare specimens and gather seeds to be used in future restoration efforts.

But these boom years are also rejuvenating the area’s former mining towns. Susan Sorrells, whose great grandfather founded the town of Shoshone in the early 1900s, said the one-two draw of the reborn Lake Manly and the blooms has helped make up for business lost after torrential rains washed out roads and made visiting the region difficult last year. Lately, the town’s family-owned inn has been booked solid.

“The visitation has been great because a lot of folks are just realizing what a little piece of paradise this area is and that it needs to be protected,” Sorrells said.

Sorrells, who grew up in Shoshone and now owns the town, has been cultivating an eco-tourism business, designed to introduce visitors to the land she loves and teach them to be conscious of the flora and fauna that thrive here, even when it’s not obvious at first glance.

“We love that everyone is embracing the beauty that we get to enjoy on a daily basis,” she said. “But we’re also mindful that people must be a part of the solution and not love a special area to death.”

An unsettling sense of whiplash is an occupational hazard that comes with working on the front lines of a changing climate — especially when one’s office is a place as extreme as Death Valley.

It wasn’t long ago that Donnelly and Fraga were walking among acres of dead creosote, one of the world’s hardiest plants, during a megadrought that had pulled them both into a state of despondency. And now here they were, in nearly the same place, verdant and vibrant.

“This is climate chaos,” Donnelly said. “A lake forming in Death Valley after the wettest six months on record, followed by this bizarre bloom that is unlike anything we’ve observed before. If you want the picture of climate change, this is it.”

But this being a lush year, Fraga and Donnelly are feeling buoyed — perhaps it’s the memory of kayaking on Lake Manly, the snowcapped Panamint Mountains looming overhead, or maybe it’s the sweet smell of birdcage evening primrose on a recent hike, wafting through the night air to attract nocturnal pollinators.

“The plants always help me put things into perspective — they have so much capacity to withstand these very, very hard times,” Fraga said, standing near a pale green saltbush plant protruding from a small ridge. “I can’t feel despair because the saltbush is here, living its life in the heat, and if the saltbush can keep going, then I can keep going.”

Or, at the very least, she can collect seeds, literally and spiritually, to prepare for the hard times that will inevitably return.