by Amanda White
Header photo by Matthew Coutts. Annika diving at the Mokohinau-Islands.
As a way to empower the next generation of divers, Global Underwater Explorers (GUE) created the NextGen Scholarship, which provides a year of training and other benefits to deserving divers on their quest for excellence.
We are excited to announce that the first-ever NextGen scholarship recipient has been selected. Annika Andresen from New Zealand will be our 2019-2020 NextGen scholarship winner! Annika is 25 years old with a Masters of Architecture, where she studied the role architecture plays on the connection people have with their environment. She has also worked on dive boats, is a PADI open water dive instructor, and currently works for Blake, an environmental trust, as an environmental educator.
InDepth caught up with Annika to learn a bit more about her and how this scholarship will help her achieve her goals.
We got to know you a little bit through your video and application, but we have a couple more questions to get to know you a little bit better and share your story with our community. What influenced you to pursue diving, and how old were you when you started?
I grew up sailing around the east coast of the North Island on a little 9-meter (30-foot) yacht with my family— my parents and two brothers. We were always around or in the water, and my dad let us have a go on his dive gear when we were seven to see what it was like to breathe underwater. We didn’t really go under the water, we were just on the surface, but as we got older we joined him on more of his dives. It wasn’t until my first year of university where I got enough money to do my open water course in 2013, but it feels like I have been diving my whole life.
What attracted you to diving over other water sports?
Just being closer to everything and being fully immersed. If I was snorkelling, there is only so long I could hold my breath, so I really wanted to learn how to dive so I could actually stay submerged and watch the different marine life swimming around and become part of the environment. That’s kind of what started it off. I had a good friend in the Auckland University Underwater Club who was also interested, so we did the course together. After my first year at University I wanted to get a summer job that involved something to do with the ocean. I emailed Kate Malcolm at Dive! Tutukaka, asking if there were any jobs working on the boats as crew. On my trial we saw dolphins almost every day, got to take customers in the water to experience the marine life, and were teaching everyone about the importance of our marine environment. I couldn’t believe this was a real job. I moved up to Tutukaka, where I got to go out to the Poor Knights Islands every day, and on my days off, I was able to gain more diving experience, joining the dive masters with their group. I think it was then when I really fell in love with diving. I was like, “This is what I want to do. This is what I want to fully throw myself into and learn as much as I can.”
How has your connection with the underwater world influenced the rest of your, I guess, so to speak, dry land life?
At the moment, it’s very much influenced… well, I guess the underwater world has always influenced my life. I remember at primary school, every time I was drawing something, it was something to do with the water. My teachers said, “Oh, you’ve got to expand and draw other things,” but that’s all that I wanted to do. In intermediate, we were doing a project about the ocean and I remember sitting down with the teacher and saying, ‘“Instead of just reading about it, why don’t we actually take them out to Goat Island (New Zealand’s oldest marine reserve)?” So somehow, I convinced my teacher and parents to take my whole class to my teacher’s house who had a pool. During one afternoon, we taught them how to snorkel, going through how to put on a mask, and snorkel, and how to be comfortable in the water.
Then the following week, we went up to Goat Island. My dad and I guided my class around the bay, pointing out all the different species while my mom rowed our dinghy (that had a little glass bottom) for the three people that didn’t like being in the water. Everyone was really excited to see the fish. In my architectural degree, all of my designs always included water or a connection to the environment. One of my favorite designs was a marine rehabilitation center sited in the Bay of Islands for different marine species. So I guess everything has always been influenced by the underwater world…for me, it’s my home. I always feel very calm on the water and then diving just ramped everything up a lot more. Now whatever I do seems to be associated with or to revolve around diving or anything to do with water.
Do you participate in any other water sports besides snorkeling and swimming?
Yeah, I love sailing. I do a lot of sailing. Normally every Friday night, I will go down with a group of girls and we do rum racing. So if you win the race, you get a bottle of rum, and then there’s other sailing regattas during the weekend if I’m not diving. If I can’t go diving or sailing, normally the weather is perfect for surfing. My car always has a combination of dive gear, surfboard on top, my wet weather gear, and a towel. I also really like free-diving as well because it’s just very different from scuba-diving, and there are some species I don’t want to scare off with my bubbles.
We saw from your video that you work for Blake. How did you get involved in conservation?
I have always been interested in volunteering for conservation projects and encouraging others to do the same. I was very lucky. In 2016-2017, I was chosen for Blake’s ambassador program where I worked with Antarctica, New Zealand, and the Antarctic Heritage Trust. Through the program, I was able to go to Antarctica and work with the team down there to conserve Sir Edmund Hillary’s Hut.
When I finished my thesis last year, BLAKE approached me over the summer and asked me to help kickstart a new project. This has been the pilot year for NZ-VR, where we have a roadshow traveling to different schools in Auckland. We have 60 VR headsets and spent the year teaching four classes a day, ranging from 10-year-olds to 15-year-olds, about our underwater environment. We put a headset on each student showing 360° footage from New Zealand Geographic that is taken all around New Zealand, comparing and contrasting environments from the very pristine northern parts of New Zealand to degraded environments from human impact that are closer to human populations.
By the end of the year, my colleague and I will have taught 20,000 students in the Auckland region. Hopefully, depending on funding for the project, we want to get two more educators and double the amount of headsets to reach twice as many students and further expand into the surrounding regions. It’s a really awesome organization where they were able to just give me the support that I needed to really push the idea of learning through experience. This is really exciting, as this was what my thesis was based around, and I can combine my passion for the underwater world and creative thinking towards conservation.
Wow. What an inspiring job to have.
Yeah, it’s pretty incredible to be able to get students excited about the ocean, to remove that element of fear if they don’t like the water for some students, and show others that don’t get the opportunity to be able to experience what it is like beneath the surface. It gets students to be immersed and learn empathy toward our environment. The other awesome addition to the videos is the natural underwater sounds New Zealand Geographic recorded, so when the students are experiencing these videos, they can hear everything that you would be able to hear underwater.
What attracted you to GUE?
Very good question. It was actually when I had just started scuba diving, I think I had done 20 dives. At the time, I was seeing someone who had done the GUE Tech One course and he said it would be a really good way of refining my skills and gaining a lot more confidence in the water. I had previously met Mel Jeavons and Jamie Obern on the dive boats and was really interested in the diving they were doing.
I did the Fundamentals course with Jamie on a single tank with a wetsuit just because that’s what I was diving in at the time and what I was comfortable with. Over the next two years, I worked on gaining more diving experience and talking to Jamie, and finally, I was like, okay, I’m ready to go on to twins now. I got my tech pass a year after that. I really valued being able to dive and not disturb any of the environment around me, especially while working at the Poor Knights.
It wasn’t until I started working as a divemaster and guiding people around that it really showed the difference. I was very conscious that I didn’t want to destroy the environment that I was showing people. And being able to share that with people, sharing techniques I had learned or explaining certain elements in diving, I realized this gave confidence to my divers as well. I wanted to ensure every diver had a positive experience, and so they could enjoy their dive and fall in love with the ocean just like I have, giving them a reason to protect it.
What are your diving goals now?
To spend as much time in the water as I can. I would love to dive along the side of a huge iceberg in Antarctica, explore the wrecks of Truk Lagoon, or swim alongside schooling hammerheads in the Galapagos. This list could go on forever…
Furthering my diving skills, I’ve always wanted to try cave diving, and I am truly fascinated by the amazing pictures I have seen from cave divers. There are some caves in New Zealand, which is not an easy place to learn to cave dive, but it has always been one of my life goals to see first-hand what this incredible environment is like.
Over the last year, I have been looking into the GUE Tech One course, and this came after a dive on the MV Rena (a container ship that ran aground on the Astrolabe Reef in 2011). Four and a half years later, the exclusion zone was lifted, and I was lucky enough to dive the wreck a couple of days later. The wreck was split in two and the stern section of the Rena starts in 26 m/85 ft, continuing further down the reef face to 70 m/230 ft. I was stuck at 30 m/100 ft, and I was looking down at this amazing container ship, and I was just like, ‘oh, this is why I want to get my Tech One,’ because looking down on the wreck is just not the same, and the wreck, although so close, seemed so far away.
I have always dreamt of taking every single person beneath the surface and showing them some of the amazing things I have been lucky enough to see. So, one of my main personal goals would be to inspire as many people as I can and take them on my journey to share the importance and beauty of our ocean.
How do you feel the GUE scholarship will help you achieve these? As both a diver and a conservationist?
Just meeting everyone, building on my knowledge, and developing my skills as a diver. Gaining a greater understanding of conservation projects, hearing their diving stories, what they’ve learned, and then being able to share these experiences with everyone. That would be awesome. This scholarship is an amazing platform for me to be an ambassador for the protection of our oceans as well as for women in the marine environment and diving.
It’s a great community, that’s for sure. Had you heard of Jarrod Jablonski before he called you to tell you that you were awarded the scholarship?
I had, because I read everyone’s profiles. I was really nervous when I got the phone call. I started my interview talking to Dorota, and then she got up to get someone. I didn’t know what was going on. Jarrod sat down and it took a little bit to register, and when he said his name I went into a bit of a shock and I was like, ‘What? He’s actually talking to me?’ But yes, it was a bit of a stunned moment; that it was actually him that was talking to me online.
Annika will be joining GUE for their 2019 Conference in Florida from November 9-11th. If you are interested in attending the conference, registration closes on November 4th.
Amanda White is the editor for InDepth, and Global Underwater Explorers Content and Brand manager. Her main passion in life is protecting the environment; whether that means working to minimize her own footprint or working on a broader scale to protect wildlife, the oceans, and other bodies of water. She received her GUE Recreational Level 1 certificate in November 2016 and has been lucky enough to join GUE and Project Baseline projects. Amanda holds a bachelor’s degree in journalism with an emphasis on strategic communications and a minor in creative writing from the University of Nevada, Reno.
Twenty-five Years in the Pursuit of Excellence – The Evolution and Future of GUE
Founder and president Jarrod Jablonski describes his more than a quarter of a century long quest to promote excellence in technical diving.
by Jarrod Jablonski. Images courtesy of J. Jablonski and GUE unless noted.
The most difficult challenges we confront in our lives are the most formative and are instrumental in shaping the person we become. When I founded Global Underwater Explorers (GUE), the younger version of myself could not have foreseen all the challenges I would face, but equally true is that he would not have known the joy, the cherished relationships, the sense of purpose, the rich adventures, the humbling expressions of appreciation from those impacted, or the satisfaction of seeing the organization evolve and reshape our industry. Many kindred souls and extraordinary events have shaped these last 25 years, and an annotated chronology of GUE is included in this issue of InDEPTH. This timeline, however, will fail to capture the heart behind the creation of GUE, it will miss the passionate determination currently directing GUE, or the committed dedication ready to guide the next 25 years.
I don’t remember a time that I was not in, around, and under the water. Having learned to swim before I could walk, my mother helped infuse a deep connection to the aquatic world. I was scuba certified in South Florida with my father, and promptly took all our gear to North Florida where I became a dive instructor at the University of Florida. It was then that I began my infatuation with cave diving. I was in the perfect place for it, and my insatiable curiosity was multiplied while exploring new environments. I found myself with a strong desire to visit unique and hard-to-reach places, be they far inside a cave or deep within the ocean.
My enthusiasm for learning was pressed into service as an educator, and I became enamored with sharing these special environments. Along with this desire to share the beauty and uniqueness of underwater caves was a focused wish to assist people in acquiring the skills I could see they needed to support their personal diving goals. It could be said that these early experiences were the seeds that would germinate, grow, mature, and bloom into the organizing principles for GUE.
The Pre-GUE Years
Before jumping into the formational days of GUE, allow me to help you visualize the environment that was the incubator for the idea that became GUE’s reality. By the mid-1990s, I was deeply involved in a variety of exploration activities and had been striving to refine my own teaching capacity alongside this growing obsession for exploratory diving. While teaching my open water students, I was in the habit of practicing to refine my own trim and buoyancy, noticing that the students quickly progressed and were mostly able to copy my position in the water. Rather than jump immediately into the skills that were prescribed, I started to take more time to refine their comfort and general competency. This subtle shift made a world of difference in the training outcomes, creating impressive divers with only slightly more time and a shift in focus. In fact, the local dive boats would often stare in disbelief when told these divers were freshly certified, saying they looked better than most open water instructors!
By this point in my career, I could see the problems I was confronting were more systemic and less individualistic. In retrospect, it seemed obvious that key principles had been missing in both my recreational and technical education, not to mention the instructor training I received. The lack of basic skill refinement seemed to occur at all levels of training, from the beginner to the advanced diver. Core skills like buoyancy or in-water control were mainly left for divers to figure out on their own and almost nobody had a meaningful emphasis on efficient movement in the water. It was nearly unheard of to fail people in scuba diving, and even delaying certification for people with weak skills was very unusual. This remains all too common to this day, but I believe GUE has shifted the focus in important ways, encouraging people to think of certification more as a process and less as a right granted to them because they paid for training.
The weakness in skill refinement during dive training was further amplified by little-to-no training in how to handle problems when they developed while diving, as they always do. In those days, even technical/cave training had very little in the way of realistic training in problem resolution. The rare practice of failures was deeply disconnected from reality. For example, there was almost no realistic scenario training for things like a failed regulator or light. What little practice there was wasn’t integrated into the actual dive and seemed largely useless in preparing for real problems. I began testing some of my students with mock equipment failures, and I was shocked at how poorly even the best students performed. They were able to quickly develop the needed skills, but seeing how badly most handled their first attempts left me troubled about the response of most certified divers should they experience problems while diving, as they inevitably would.
Meanwhile, I was surrounded by a continual progression of diving fatalities, and most appeared entirely preventable. The loss of dear friends and close associates had a deep impact on my view of dive training and especially on the procedures being emphasized at that time within the community. The industry, in those early days, was wholly focused on deep air and solo diving. However, alarmingly lacking were clear bottle marking or gas switching protocols. It seemed to me to be no coincidence that diver after diver lost their lives simply because they breathed the wrong bottle at depth. Many others died mysteriously during solo dives or while deep diving with air.
One of the more impactful fatalities was Bob McGuire, who was a drill sergeant, friend, and occasional dive buddy. He was normally very careful and focused. One day a small problem with one regulator caused him to switch regulators before getting in the water. He was using a system that used color-coded regulators to identify the gas breathed. When switching the broken regulator, he either did not remember or did not have an appropriately colored regulator. This small mistake cost him his life. I clearly remember turning that one around in my head quite a bit. Something that trivial should not result in the loss of a life.
Also disturbing was the double fatality of good friends, Chris and Chrissy Rouse, who lost their lives while diving a German U-boat in 70 m/230 ft of water off the coast of New Jersey. I remember, as if the conversation with Chris were yesterday, asking him not to use air and even offering to support the cost as a counter to his argument about the cost of helium. And the tragedies continued: The loss of one of my closest friends Sherwood Schille, the death of my friend Steve Berman who lived next to me and with whom I had dived hundreds of times, the shock of losing pioneering explorer Sheck Exley, the regular stream of tech divers, and the half dozen body recoveries I made over only a couple years, which not only saddened me greatly, but also made me angry. Clearly, a radically different approach was needed.
Learning to Explore
Meanwhile, my own exploration activities were expanding rapidly. Our teams were seeking every opportunity to grow their capability while reducing unnecessary risk. To that end, we ceased deep air diving and instituted a series of common protocols with standardized equipment configurations, both of which showed great promise in expanding safety, efficiency, and comfort. We got a lot of things wrong and experienced enough near misses to keep us sharp and in search of continual improvement.
But we looked carefully at every aspect of our diving, seeking ways to advance safety, efficiency, and all-around competency while focusing plenty of attention into the uncommon practice of large-scale, team diving, utilizing setup dives, safety divers, and inwater support. We developed diver propulsion vehicle (DPV) towing techniques, which is something that had not been done previously. We mostly ignored and then rewrote CNS oxygen toxicity calculations, developed novel strategies for calculating decompression time, and created and refined standard procedures for everything from bottle switching to equipment configurations. Many of these developments arose from simple necessity. There were no available decompression programs and no decompression tables available for the dives we were doing. Commonly used calculations designed to reduce the risk of oxygen toxicity were useless to our teams, because even our more casual dives were 10, 20, or even 30 times the allowable limit. The industry today takes most of this for granted, but in the early days of technical diving, we had very few tools, save a deep motivation to go where no one had gone before.
Many of these adventures included friends in the Woodville Karst Plain Project (WKPP), where I refined policies within the team and most directly with longtime dive buddy George Irvine. This “Doing it Right” (DIR) approach sought to create a more expansive system than Hogarthian diving, which itself had been born in the early years of the WKPP and was named after William Hogarth Main, a friend and frequent dive buddy of the time. By this point, I had been writing about and expanding upon Hogarthian diving for many years. More and more of the ideas we wanted to develop were not Bill Main’s priorities and lumping them into his namesake became impractical, especially given all the debate within the community over what was and was not Hogarthian.
A similar move from DIR occurred some years later when GUE stepped away from the circular debates that sought to explain DIR and embraced a GUE configuration with standard protocols, something entirely within our scope to define.
These accumulating events reached critical mass in 1998. I had experienced strong resistance to any form of standardization, even having been asked to join a special meeting of the board of directors (BOD) for a prominent cave diving agency. Their intention was to discourage me from using any form of standard configuration, claiming that students should be allowed to do whatever they “felt’ was best. It was disconcerting for me, as a young instructor, to be challenged by pioneers in the sport; nevertheless, I couldn’t agree with the edict that someone who was doing something for the first time should be tasked with determining how it should be done.
This sort of discussion was common, but the final straw occurred when I was approached by the head of a technical diving agency, an organization for which I had taught for many years. I was informed that he considered it a violation of standards not to teach air to a depth of at least 57 m/190 ft. This same individual told me that I had to stop using MOD bottle markings and fall in line with the other practices endorsed by his agency. Push had finally come to shove, and I set out to legitimize the training methods and dive protocols that had been incubating in my mind and refined with our teams over the previous decade. Years of trial and many errors while operating in dynamic and challenging environments were helping us to identify what practices were most successful in support of excellence, safety, and enjoyment.
Forming GUE as a non-profit company was intended to neutralize the profit motivations that appeared to plague other agencies. We hoped to remove the incentive to train—and certify—the greatest number of divers as quickly as possible because it seemed at odds with ensuring comfortable and capable divers. The absence of a profit motive complemented the aspirational plans that longtime friend Todd Kincaid and I had dreamed of. We imagined a global organization that would facilitate the efforts of underwater explorers while supporting scientific research and conservation initiatives.
I hoped to create an agency that placed most of the revenue in the hands of fully engaged and enthusiastic instructors, allowing them the chance to earn a good living and become professionals who might stay within the industry over many years. Of course, that required forgoing the personal benefit of ownership and reduced the revenue available to the agency, braking its growth and complicating expansion plans. This not only slowed growth but provided huge challenges in developing a proper support network while creating the agency I envisioned. There were years of stressful days and nights because of the need to forgo compensation and the deep dependance upon generous volunteers who had to fit GUE into their busy lives. If it were not for these individuals and our loyal members, we would likely never have been successful. Volunteer support and GUE membership have been and remain critical to the growing success of our agency. If you are now or have ever been a volunteer or GUE member, your contribution is a significant part of our success, and we thank you.
The challenges of the early years gave way to steady progress—always slower than desired, with ups and downs, but progress, nonetheless. Some challenges were not obvious at the outset. For example, many regions around the world were very poorly developed in technical diving. Agencies intent on growth seemed to ignore that problem, choosing whoever was available, and regardless of their experience in the discipline, they would soon be teaching.
This decision to promote people with limited experience became especially problematic when it came to Instructor Trainers. People with almost no experience in something like trimix diving were qualifying trimix instructors. Watching this play out in agency after agency, and on continent after continent, was a troubling affair. Conversely, it took many years for GUE to develop and train people of appropriate experience, especially when looking to critical roles, including high-level tech and instructor trainers. At the same time, GUE’s efforts shaped the industry in no small fashion as agencies began to model their programs after GUE’s training protocols. Initially, having insisted that nobody would take something like Fundamentals, every agency followed suit in developing their own version of these programs, usually taught by divers that had followed GUE training.
This evolving trend wasn’t without complexity but was largely a positive outcome. Agencies soon focused on fundamental skills, incorporated some form of problem-resolution training, adhered to GUE bottle and gas switching protocols, reduced insistence on deep air, and started talking more about developing skilled divers, among other changes. This evolution was significant when compared to the days of arguing about why a person could not learn to use trimix until they were good while diving deep on air.
To be sure, a good share of these changes was more about maintaining business relevance than making substantive improvements. The changes themselves were often more style than substance, lacking objective performance standards and the appropriate retraining of instructors. Despite these weaknesses, they remain positive developments. Talking about something is an important first step and, in all cases, it makes room for strong instructors in any given agency to practice what is being preached. In fact, these evolving trends have allowed GUE to now push further in the effort to create skilled and experienced divers, enhancing our ability to run progressively more elaborate projects with increasingly more sophisticated outcomes.
The Future of GUE
The coming decades of GUE’s future appear very bright. Slow but steady growth has now placed the organization in a position to make wise investments, ensuring a vibrant and integrated approach. Meanwhile, evolving technology and a broad global base place GUE in a unique and formidable position. Key structural and personnel adjustments complement a growing range of virtual tools, enabling our diverse communities and representatives to collaborate and advance projects in a way that, prior to now, was not possible. Strong local communities can be easily connected with coordinated global missions; these activities include ever-more- sophisticated underwater initiatives as well as structural changes within the GUE ecosystem. One such forward-thinking project leverages AI-enabled, adaptive learning platforms to enhance both the quality and efficiency of GUE education. Most agencies, including GUE, have been using some form of online training for years, but GUE is taking big steps to reinvent the quality and efficiency of this form of training. This is not to replace, but rather to extend and augment inwater and in-person learning outcomes. Related tools further improve the fluidity, allowing GUE to seamlessly connect previously distant communities, enabling technology, training, and passion to notably expand our ability to realize our broad, global mission.
Meanwhile, GUE and its range of global communities are utilizing evolving technologies to significantly expand the quality and scope of their project initiatives. Comparing the impressive capability of current GUE communities with those of our early years shows a radical and important shift, allowing results equal or even well beyond those possible when compared even with well-funded commercial projects. Coupled with GUE training and procedural support, these ongoing augmentations place our communities at the forefront of underwater research and conservation. This situation will only expand and be further enriched with the use of evolving technology and closely linked communities. Recent and planned expansions to our training programs present a host of important tools that will continue being refined in the years to come. Efforts to expand and improve upon the support provided to GUE projects with technology, people, and resources are now coming online and will undoubtedly be an important part of our evolving future.
The coming decades will undoubtedly present challenges. But I have no doubt that together we will not only overcome those obstacles but we will continue to thrive. I believe that GUE’s trajectory remains overwhelmingly positive, for we are an organization that is continually evolving—driven by a spirit of adventure, encouraged by your heartwarming stories, and inspired by the satisfaction of overcoming complex problems. Twenty-five years ago, when I took the path less traveled, the vision I had for GUE was admittedly ambitious. The reality, however, has exceeded anything I could have imagined. I know that GUE will never reach a point when it is complete but that it will be an exciting lifelong journey, one that, for me, will define a life well lived. I look forward our mutual ongoing “Quest for Excellence.”
Jarrod is an avid explorer, researcher, author, and instructor who teaches and dives in oceans and caves around the world. Trained as a geologist, Jarrod is the founder and president of GUE and CEO of Halcyon and Extreme Exposure while remaining active in conservation, exploration, and filming projects worldwide. His explorations regularly place him in the most remote locations in the world, including numerous world record cave dives with total immersions near 30 hours. Jarrod is also an author with dozens of publications, including three books.
A Few GUE Fundamentals
Similar to military, commercial and public safety divers, Global Underwater Explorers (GUE) is a standards-based diving community, with specific protocols, standard operating procedures (SOPs) and tools. Here are selected InDEPTH stories on some of the key aspects of GUE diving, including a four-part series on the history and development of GUE decompression procedures by founder and president Jarod Jablonski.
GUE Instructor Examiner Guy Shockey explains the thought and details that goes into GUE’s most popular course, Fundamentals, aka “Fundies,” which has been taken by numerous industry luminaries. Why all the fanfare? Shockey characterizes the magic as “simple things done precisely!
Instructor evaluator Rich Walker attempts to answer the question, “why is Fundamentals GUE’s most popular diving course?” Along the way, he clarifies some of the myths and misconceptions about GUE training. Hint: there is no Kool-Aid.
As you’d expect, Global Underwater Explorers (GUE) has a standardized approach to prepare your equipment for the dive, and its own pre-dive checklist: the GUE EDGE. Here explorer and filmmaker Dimitris Fifis preps you to take the plunge, GUE-style.
Instructor trainer Guy Shockey discusses the purpose, value, and yes, flexibility of standard operating procedures, or SOPs, in diving. Sound like an oxymoron? Shockey explains how SOPs can help offload some of our internal processing and situational awareness, so we can focus on the important part of the dive—having FUN!
Like the military and commercial diving communities before them, Global Underwater Explorers (GUE) uses standardized breathing mixtures for various depth ranges and for decompression. Here British wrecker and instructor evaluator Rich Walker gets lyrical and presents the reasoning behind standard mixes and their advantages, compared with a “best mix” approach. Don’t worry, you won’t need your hymnal, though Walker may have you singing some blues.
Is it a secret algorithm developed by the WKPP to get you out of the water faster sans DCI, or an unsubstantiated decompression speculation promoted by Kool-Aid swilling quacks and charlatans? British tech instructor/instructor evaluator Rich Walker divulges the arcane mysteries behind GUE’s ratio decompression protocols in this first of a two part series.
Global Underwater Explorers is known for taking its own holistic approach to gear configuration. Here GUE board member and Instructor Trainer Richard Lundgren explains the reasoning behind its unique closed-circuit rebreather configuration. It’s all about the gas!
Though they were late to the party, Global Underwater Explorers (GUE) is leaning forward on rebreathers, and members are following suit. So what’s to become of their open circuit-based TECH 2 course? InDepth’s Ashley Stewart has the deets.
Diving projects, or expeditions—think Bill Stone’s Wakulla Springs 1987 project, or the original explorations of the Woodville Karst Plain’s Project (WKPP)—helped give birth to technical diving, and today continue as an important focal point and organizing principle for communities like Global Underwater Explorers (GUE). The organization this year unveiled a new Project Diver program, intended to elevate “community-led project dives to an entirely new level of sophistication.” Here, authors Guy Shockey and Francesco Cameli discuss the power of projects and take us behind the scenes of the new program
Decompression, Deep Stops and the Pursuit of Precision in a Complex World In this first of a four-part series, Global Underwater Explorers’ (GUE) founder and president Jarrod Jablonski explores the historical development of GUE decompression protocols, with a focus on technical diving and the evolving trends in decompression research.