1. Text 1
The concept of plate tectonics, which explains the movement of Earth's lithosphere, was first proposed by Alfred Wegener in 1912. However, many geologists at the time were skeptical of Wegener's theory due to a lack of evidence for the mechanism behind continental drift. Modern geologist Susan Hough has argued that Wegener's theory was ahead of its time and that the technology needed to prove it didn't exist until decades later.

Text 2
While Wegener's theory of continental drift was initially met with skepticism because Wegener was not part of the inside circle in the field of geology and his ideas were not taken seriously by established geologists. Wegener was a meteorologist by training and did not have the same level of expertise in geology as his critics. However, his theory was eventually accepted by the scientific community as more evidence emerged.

Based on the texts, how would the author of Text 2 most likely respond to the claim about the lack of evidence and technology made by Hough in Text 1?

2. Text 1:

The use of artificial intelligence (AI) in the workplace is a threat to job security. As AI becomes more advanced, it will be able to perform tasks that were previously done by humans, leading to widespread job losses.

Text 2:

While it is true that AI will change the nature of work, it is not necessarily a threat to job security. In fact, AI has the potential to create new jobs and even entire industries. For example, the development and maintenance of AI systems will require a new generation of skilled workers. Additionally, AI can be used to automate repetitive tasks, freeing up human workers to focus on more complex and creative tasks.

Based on the texts, how would the author of Text 2 most likely respond to the claims of the author of Text 1?

3. Text 1:
A recent study found that a particular gene variant is associated with an increased risk of developing Alzheimer's disease. The gene variant is found in about 1 in 5 people and is believed to affect the production of a protein that plays a role in the formation of amyloid plaques in the brain.

Text 2:
A new study has called into question the link between this gene variant and Alzheimer's disease. The study found that while the gene variant is associated with an increased risk of developing amyloid plaques, it is not associated with an increased risk of developing Alzheimer's disease. The researchers suggest that other factors, such as lifestyle and environment, may play a larger role in the development of the disease.

Based on the texts, what would the researchers in Text 2 most likely say about the findings in Text 1?

4. Passage 1:

The practice of animal agriculture is frequently scrutinized due to several ethical and ecological challenges it poses, including the contribution to deforestation, elevated greenhouse gas emissions, and concerns surrounding animal rights. Consequently, a growing trend toward a plant-based regime has emerged as a commendable substitute for consuming animal-derived nourishment, which proponents associate with enhanced personal health and reduced ecological footprints. Nevertheless, detractors caution against possible nutritional insufficiencies, particularly concerning essential nutrients like protein, iron, and various vitamins.

Passage 2:

As the global populace becomes increasingly cognizant of animal husbandry's detrimental impact on the environment and ethics, a shift toward plant-centric diets is gaining traction as a means to contend with these issues. Despite recognition that plant-based regimens can fulfill nutritional needs when meticulously architected, it remains paramount to meticulously source diverse nutritional elements, focusing on protein and iron, and to evaluate the ecological ramifications of agricultural practices. By balancing variety and sustainability in food sources, individuals may experience the rewards of a plant-oriented diet while safeguarding both their wellness and the planet's resources.

Based on the texts, how would the author of Text 2 most likely respond to  Text 1?

5. Passage 1:

Education through the ages has often coveted rote memorization and normalized uniform assessments as the benchmark for scholarly achievement. Detractors of this regimented approach impugn it for hampering innovation, analytical prowess, and the aptitude to tackle complex problems—key drivers in the contemporary landscape. Proponents of an educational overhaul endorse a pedagogy that gravitates toward learner-centric initiatives, blending pragmatic exercises, open discourse, and tangible learning situations.

Passage 2:

The longstanding education model—with its veneration for fact retention and normative evaluations—has come under increasing scrutiny. An evolving consensus underscores that scholastic programs ought to nurture a broader spectrum of competencies, encompassing inventive thought, analytical reasoning, and versatility in problem-solving. In pursuit of such aims, it is reasonable to advocate that curricula ought to evolve dynamically, featuring a mosaic of pedagogical styles and evaluative instruments that resonate with the discrete abilities of every pupil.

Would the author of Passage 2 likely support or oppose the educational transformation posited by Passage 1, and how might they articulate this standpoint?