Accounting for Non Accounting Students

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inggLecturer’s Guide Accounting for Non-accounting Students Sixth edition J R Dyson ISBN 0 273 68301 2 © Pearson Education Limited 2004 Lecturers adopting the main text are permitted to download the manual as required. Pearson Education Limited Edinburgh Gate Harlow Essex CM20 2JE England and Associated Companies around the world Visit us on the World Wide Web at: www.pearsoned.co.uk First published in Great Britain under the Pitman Publishing imprint in 1997 Second edition published in 2001 Third edition published 2004 © Pearson Professional Limited 1997 © Pearson Education Limited 2001, 2004 The right of John R Dyson and John Wyett to be identified as authors of this Work has been asserted by them in accordance with the…show more content…
J R Dyson A Companion Website accompanies ACCOUNTING FOR NON-ACCOUNTING STUDENTS, 6th edition by J R Dyson Visit the Accounting for Non-accounting Students Companion Website at http://www.booksites.net/dyson to find valuable teaching and learning material including: For Students ● Study material designed to help you improve your results ● Learning objectives for each chapter ● Multiple choice questions to help test your learning ● Glossary explaining terms mentioned in the text ● Extra question material (with answers available to lecturers) ● Links to relevant sites on the World Wide Web For Lecturers ● A secure, password-protected site with teaching material ● Complete downloadable Lecturer’s Guide ● PowerPoint slides that can be downloaded and used as OHTs ● Multiple choice questions for use in class, together with answers ● Answers to extra question material in the student area ● Extra case studies and guidelines on using them with students Also: This site has a syllabus manager, search functions and email results functions. iv © Pearson Education Limited 2004 Dyson: Accounting for Non-accounting Students, Lecturer’s Guide, 6th edition Notes for lecturers The solutions contained both within the main book and within this Guide (especially those relating to the discussion questions) should only be treated as pointers to a possible answer. Wherever possible, students should be

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