1. Text 1

The ancient Egyptian writing system, known as hieroglyphics, was deciphered in the 19th century by Jean-François Champollion. However, there is still debate among scholars about the exact meaning of certain symbols and their usage in different contexts. Egyptologist Mark Lehner proposed in 2010 that some hieroglyphs may have represented multiple sounds or concepts, rather than just one.

Text 2

Recent research on Egyptian hieroglyphics suggests that many symbols could function as logograms (representing whole words), phonograms (representing sounds), or determinatives (indicating the category of a word) depending on their context within a text. For instance, the symbol for "bread" could also be used to represent the sound "t" in certain words. Thus, reading hieroglyphics required an understanding of how symbols could shift in meaning based on their usage.

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

2. 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?

3. Text 1:
Research in the field of education has shown that students who are intrinsically motivated, meaning they are driven by an internal desire to learn, tend to perform better academically than students who are extrinsically motivated, meaning they are driven by external rewards such as grades or praise.

Text 2:
A recent study by Sarah Johnson and colleagues found that when students were given the opportunity to choose their own learning activities, they showed greater intrinsic motivation and performed better on subsequent assessments than students who were assigned learning activities by their teacher.

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