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These results imply that at least for the first 24 weeks at sea, exposure to the seafaring environment did not act as a chronic stressor. The confined environment of a ship presents particular opportunities to introduce resilience and work support programmes to help seafarers manage and reduce stress, and to enhance their well-being at sea.

We report the clinical and cytogenetic findings on a male child with developmental language disorder, no physical abnormalities, and a balanced t(10;15)(q24.1;q21.1) translocation. As the child’s parents are unavailable for investigations, it is unclear whether the translocation is inherited or de novo. Fluorescence in situ hybridization (FISH) analyses were carried out using specific RP11-BAC clones mapping near 15q21.1 and 10q24.1 to refine the location of the breakpoints. The breakpoint on 15q21.1 interrupts the SEMA6D gene and the breakpoint on 10q24.1 is located between the ENTPD1 and CCNJ genes. The SEMA6D gene was further investigated in samples of individuals with developmental language disorders and controls; this investigation offered further evidence of the involvement of SEMA6D with developmental language disorders.

The Shell Health Resilience Programme was developed to promote thriving of workers on and off shore. It is a voluntary resilience intervention comprising 12 modules based on positive psychology, cognitive behavioural therapy, neuro-linguistic programming, and research on leadership. The programme is delivered to individual teams by lay facilitators who are usually team members. The 12 modules are driven by team interaction, with the facilitator setting the scene and coordinating activities and discussion. The programme can be completed as slowly or as quickly as desired by the team. Prior to trialling at sea, the programme had already been adopted in multiple locations onshore.Adoption at sea posed some challenges due to circumstances specific to life on a ship. The ships were in remote locations most of the time, limiting the availability of seafarers for training as facilitators. This also meant that more facilitators needed to be trained as each ship required their own facilitator. The working pattern required seafarers to stay on board for several months, followed by a similar length of shore leave, meaning that a sufficient number of facilitators needed to be available on each ship to ensure continuity of the programme. The staggered

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