Drivers on the Basing stoke by-pass used to have their attention diverted by a sign that read A MOMENT’S INATTENTION CAUSES ACCIDENTS. This self-defeating warning has now been removed but its message is still very much to the point. Almost anything can cause an accident. Apart from momentary inattention, it might be a minor miscalculation. Although human error plays its part, it is by no means the only cause of accidents. There must be some causes other than simple human error. Road construction also plays its part. It is on those roads where there are subtle visual traps. Wherever there is a "black spot", it means that something is seriously wrong with the road.
If you have been involved in an accident and have stopped, you must give your name, address , and registration number to anyone who has a good reason for requesting it; this means anyone affected by the accident. If somebody is injured, the driver must produce his insurance certificate on request. If these formalities are complied with it is not necessary to wait for the arrival of the police. It is, however, often wise to do so. The police are expert at drawing plans, taking measurements and photographs and gathering other evidence. In your absence the police could be given a biased story against you; and yourself might want to point out certain features of the accident to the police.
After an accident you wait for the police because ______.

A. they had formed part of the capital of a new Mayan kingdom.
B. They were what remained of a temple to sky gods.
C. They were what was left of the starting point from which the Mayans had moved to new territory.
D. They were what remained of the farthest city reached in a large-scale Mayan migration.

As they grow older, many children turn aside from books without pictures, and it is a situation made more serious as our culture becomes more visual. It is hard to wean children off picture books when pictures have played a major part throughout their formative reading experiences, and when there is competition for their attention from so many other sources of entertainment. The least intelligent are most vulnerable, but tests show that even intelligent children are being affected. The response of educators has been to extend the use of pictures in books and to simplify the language, even at senior levels. The Universities of Oxford and Cambridge recently held joint conferences to discuss the noticeably rapid decline in literacy among their undergraduates. Pictures are also used to help motivate children to read because they are beautiful and eye-catching. But motivation to read should be provided by listening to stories well read, where children imagine in response to the story. Then, as they start to read, they have this experience to help them understand the language, If we present pictures to save children the trouble of developing these creative skills, then I think we are making a great mistake.Academic journals ranging from educational research, psychology, language learning, psycholinguistic, and so on cite experiments, which demonstrate how detrimental picture are for beginner readers, Here is a brief selection: The research results of the Canadian educationalist Dale Willows were clear and consistent pictures affected speed and accuracy and the closer the pictures were to the words, the slower and more inaccurate the child’s reading became. She claims that when children come to a word they already know, then the pictures are unnecessary and distracting. If they do not know a word and look to the pictures, which are not closely related to the meaning of the word, they are trying to understand. Jay Samuels, an American psychologist, found that poor readers given no pictures learnt significantly more words than those learning to read with books with pictures. He examined the work of other researchers who reported problems with the use of pictures and who had found that a word without a picture was superior to a word plus a picture. When children were given words and pictures, those who seemed to ignore the pictures and pointed at the words learnt more words than the children who pointed at the pictures, but they still learnt fewer words than the children who had no illustrated stimuli at all.