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The purpose of this paper is to support the use of unique identifiers for the authors of scientific publications. This, the authors believe, aligns with the views of many others, as it would solve the problem of author disambiguation. If every researcher had a unique identifier, there would be significant opportunities to provide even more services. These extensions are proposed in this paper.

The authors discuss the bibliographic services that are currently available. This leads to a discussion of how these services could be developed and extended.

The authors suggest a number of ways that a unique identifier for scientific authors could support many other areas of importance to the scientific community. This will provide a much more robust system that provides a much richer and more easily maintained, scientific environment.

The scientific community lags behind most other communities with regard to the way it identifies individuals. Even if the current vision for a unique identifier for authors was to become more widespread, there would still be many areas where the community could improve its operations. This viewpoint paper suggests some of these, along with a financial model that could underpin the functionality.

The aim of this paper is to consider risk from the perspective of people with learning disabilities.

The paper explores the thoughts and experiences of two people with learning disabilities around two different areas of potential risk and their participation in a mental health promotion group which has helped.

People with learning disabilities encounter many risks in their lives but with the right support these risks can be managed.

The paper adds valuable insight into the life of people with learning disabilities and the risks they face.

This case report provides a description of a simulation exercise as part of the induction programme for a staff team recruited to a specialist inpatient service for adults with intellectual disabilities and additional mental health problems. The rationale for this novel approach is described, along with details of its planning, implementation and outcomes.

The Mental Capacity Act (2005) is now in full operation in England and Wales. In this article, some of the common questions that professionals face on a day‐to‐day basis are discussed, including how to assess capacity and decide whether or not someone has capacity, what to do if someone lacks capacity and what could happen if someone does not follow the Mental Capacity Act.