It gives me great pleasure to pen down the Foreword to the 16th edition of Cunningham’s Manual of Practical Anatomy. Just as the curriculum of anatomy is incomplete without dissection, so also learning by dissection is incomplete without a manual. Cunningham’s Manual of Practical Anatomy is one of the oldest dissectors, the first edition of which was published as early as 1893. Since then, the manual has been an inseparable companion to students during dissection. I remember my days as a first MBBS student, the only dissector known in those days was Cunningham’s manual. The manual helped me to dissect scientifically, step by step, explore the body, see all structures as mentioned, and admire God’s highest creation—the human body—so perfectly. As a postgraduate student I marvelled at the manual and learnt details of structures, in a way as if I had my teacher with me telling me what to do next. The clearly defined steps of dissection, and the comprehensive revision tables at the end, helped me personally to develop a liking for dissection and the subject of anatomy. Today, as a Professor and Head of Anatomy, teaching anatomy for more than 30 years, I find Cunningham’s manual extremely useful to all the students dissecting and learning anatomy. With the explosion of knowledge and ongoing curricular changes, the manual has been revised at frequent intervals. The 16th edition is more student friendly. The language is simplified, so that the book can be comprehended by one and all. The objectives are well defined. The clinical application notes at the end of each chapter are an academic feast to the learners. The lucidly enumerated steps of dissection make a student explore various structures, the layout, and relations and compare them with the simplified labelled illustrations in the manual. This helps in sequential dissection in a scientific way and for knowledge retention. The text also includes multiple-choice questions for selfassessment and holistic comprehension. Keeping the concept of ‘Adult Learning Principles’ in mind, i.e. adults learn when they ‘DO’, and with a global movement towards ‘Competency - based Curriculum’, students learn anatomy when they dissect; Cunningham’s manual will help students to dissect on their own, at their own speed and time, and become competent doctors, who can cater to the needs of the society in a much better way. I recommend this invaluable manual to all the learners who want to master the subject of anatomy.

The art of medicine is often dominated by the learning of facts. We are encouraged to collate symptoms, signs, results and imaging to produce diagnoses, prognoses, cures and palliations. Mrs Reeves becomes ‘CCF in bed 7’ and Mr Reynolds, ‘acute-on-chronic renal failure in 10’. Learning ethics at medical school should be about remembering the humanity behind the diseases. Unfortunately, too many students are put off by believing that ethics is all about common sense or not relevant to them because it is often based around theories that are older than the patients they are treating. Lectures can be full of jargon and confusing terminology that seems to have no place by the bedside. We want this book to show you that this is not the case. In its guidance Tomorrow’s Doctors (2003) the General Medical Council states that medical ‘graduates must know about and understand the main ethical and legal issues they will come across’. It identifies issues of confidentiality and consent, the withholding and withdrawing of life-prolonging treatment, and the treatment of vulnerable patients such as children and those with psychiatric illnesses. With these recommendations medical schools are looking to assess more than just a student’s ability to memorize facts. They are looking to turn students into trustworthy and honest doctors with high levels of communication skills and professionalism. Studying ethics can help students with these skills as it makes them more aware of the patient as an individual rather than a disease process. It also gives them the skills to assess, evaluate and justify their views in the variety of emotionally draining and complex ethical, legal and social situations they will come across while practising as a doctor. The aim of this book is to demonstrate some of these issues through clinical scenarios, which are based on realistic cases. As well as looking at the ethical and legal issues we also want to demonstrate what should happen from a clinical point of view and provide practical guidance that a medical student or junior doctor can use rather than focusing too much on different ethical theories and legal cases and statutes. The questions we have asked about each case scenario are by no means exhaustive. Every scenario will have different ethical and legal issues stemming from it and the answers are intended to be a springboard from which to develop your own analysis and understanding of the situation. With many of the cases there is no right or wrong answer and we implore you to think what your gut feeling is and go on to explore why you feel that way. We hope the cases will give you a taste of the myriad ethical dilemmas you could encounter on a hospital ward, and we have suggested further reading in each area at the end of the book to help you build on your knowledge. Enjoy and good luck!

Corporate governance means the process and structure used to direct and manage the business and affairs of a financial institution with the objective of ensuring its safety and soundness and enhancing shareholder value and shall cover the overall environment in which the financial institution operates comprising a system of checks and balances which promotes a healthy balancing of risk and return. Corporate governance is the structure which directs and regulates business corporations. The structure of corporate governance specifies the distribution of rights and responsibilities among corporate participants e.g. the board, managers, shareholders and other stakeholders.