Deep: Freediving, Renegade Science, and What the Ocean Tells by James Nestor

By James Nestor

Whereas on project in Greece, journalist James Nestor witnessed whatever that defied him: a guy diving three hundred ft under the ocean’s floor on a unmarried breath of air and returning 4 mins later, unhurt and smiling.

This guy was once a freediver, and his amphibious talents encouraged Nestor to search out the secrets and techniques of this little-known self-discipline. In Deep, Nestor embeds with a gang of maximum athletes and renegade researchers who're reworking not just our wisdom of the planet and its creatures, but additionally our realizing of the human physique and brain. alongside the best way, he is taking us from the skin to the Atlantic’s maximum depths, a few 28,000 toes under sea point. He reveals whales that speak with different whales thousands of miles away, sharks that swim in unerringly instantly traces via pitch-black waters, and seals who dive to depths under 2,400 ft for as much as 80 minutes—deeper and longer than scientists ever proposal attainable. As unusual as those phenomena are, they're reflections of our personal species’ notable, and infrequently hidden, potential—including echolocation, directional experience, and the profound physiological adjustments we suffer whilst underwater. such a lot illuminating of all, Nestor unlocks his personal freediving abilities as he communes with the pioneers who're increasing our definition of what's attainable within the flora and fauna, and in ourselves.

Show description

Read or Download Deep: Freediving, Renegade Science, and What the Ocean Tells Us about Ourselves PDF

Best science books

Kant on Proper Science: Biology in the Critical Philosophy and the Opus Postumum (Studies in German Idealism, Volume 15)

This e-book offers a unique remedy of Immanuel Kant’s perspectives on right average technology and biology. The prestige of biology in Kant’s procedure of technological know-how is usually taken to be problematical. through examining Kant’s philosophy of biology in terms of his perception of right technology, the current publication determines Kant’s perspectives at the medical prestige of biology.

Computational Science and High Performance Computing IV: The 4th Russian-German Advanced Research Workshop, Freiburg, Germany, October 12 to 16, 2009

This quantity includes 27 contributions to the Forth Russian-German complex learn Workshop on Computational technology and excessive functionality Computing awarded in October 2009 in Freiburg, Germany. The workshop used to be equipped together by means of the excessive functionality Computing heart Stuttgart (HLRS), the Institute of Computational applied sciences of the Siberian department of the Russian Academy of Sciences (ICT SB RAS) and the component to utilized arithmetic of the college of Freiburg (IAM Freiburg) The contributions diversity from desktop technological know-how, arithmetic and excessive functionality computing to functions in mechanical and aerospace engineering.

High-Throughput Analysis: A Tool for Combinatorial Materials Science

This publication, edited by means of Potyrailo and Amis, addresses a brand new paradigm-shifting strategy within the look for new materials-Combinatorial fabrics technology. a method to think about such an procedure is to visualize an adventurous chef who makes a decision to seem for brand new entrees via cooking meals constituents in lots of pots utilizing assorted combos in each pot, and boil­ ing, steaming, or frying them in quite a few methods.

Science for Agriculture and Rural Development in Low-income Countries

Due to the fact 1998, the Dutch Ministry of Agriculture, Nature administration and meals caliber (LNV) promotes development-orientated agricultural and environmental study and strengthening of North-South partnerships via its foreign Cooperation (DLO-IC) study programme. via 2005, a few 70 collaborative North-South initiatives have been conducted.

Additional info for Deep: Freediving, Renegade Science, and What the Ocean Tells Us about Ourselves

Sample text

Almost entirely absent from this debate were the voices of students, perhaps reflecting an assumption that they had little to contribute to issues of such import as the teaching and learning of science, which needed to be decided by scientists and science educators. The Education Act of 1993 and the Special Educational Needs Code of Practice (DfES 2001) reflected Article 12 of the United Nations Convention on the Rights of the Child (1989), which provided that State Parties shall assure that the child is capable of forming his or her own views, the right to express those views freely in all matters affecting the child, the views of the child being given due weight in accordance with the age and maturity of the child.

While such studies provide useful insight into students’ views of school science in general, they are somewhat broad, leading to the assumption that there is no clear distinction between students’ views of biology, physics and chemistry. If research is to inform curriculum development in science and encourage pedagogical change to improve students’ views of science, it is necessary to explore their responses to individual sciences. This assertion is confirmed by the findings of a number of studies undertaken in the last ten years that have revealed variations in students’ views of the three sciences – girls demonstrating more positive attitudes towards biology while boys prefer the physical sciences (Osborne and Collins 2000; Reiss 2000; Spall et al.

Millar, R. (2006) Twenty First Century Science: insights from the design and implementation of a scientific literacy approach in school science, International Journal of Science Education 28(13), 1499–1521. Millar, R. and Driver, R. (1987) Beyond processes, Studies in Science Education 14, 33–62. Millar, R. and Osborne, J. (1998) Beyond 2000: Science Education for the Future, London: King’s College London School of Education. Nott, M. and Wellington, J. (1997) Producing the evidence: science teachers’ initiations into practical work, Research in Science Education 27 (285), 61–66.

Download PDF sample

Rated 4.97 of 5 – based on 29 votes