I've been following the configurations postings for quite some time now. No need to debate what's �right.' A recurring theme from the professionals on these lists is that they have to re-educate and (obviously) re-configure every diver who comes to them for advanced activities. Granted this is a combination of poor basic instructing and incorrect equipment at the intro level. John is a conscientious dive instructor. He wants to teach diving full time, and make a living at it (no joke.) He's done his due diligence; his skill and capability are not in question here. He wants to do it right and create quality divers. He's going to interact with a wide variety of clientele and their personal diving goals; curiosity, challenge, Carribean, tech, wreck, cave, diving one week a year, every week, etc. None of his students will have any equipment of their own. He will maintain his own stock of training equipment for his students to ensure availability, quality, state of repair, and most of all, appropriateness. The question: How should he stock his training system department? I apologize if this question has been addressed before. Does he rig all his new students as has been discussed here on the lists? Some modification of the �right' configuration? Or in something else? Whatever the conclusion, I'm interested in the reasoning. If an answer is to do exactly what the advanced divers are doing, but with singles, then sorry for the bandwidth, it was just too over-obvious to me. Some modification of the ultimate system? Ie singles? If an answer is John's no good and any student he teaches would have to be re-educated, then that just begs the question. Somewhere, somehow, there is a �qualified, capable' instructor who wants to teach new divers the right way. Thanks in advance for those of you in the know. Take the question seriously. Respond constructively. It will have effect. RatDiver -- Send mail for the `techdiver' mailing list to `techdiver@aquanaut.com'. Send list subscription requests to `techdiver-request@aquanaut.com'.
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