<|begin_of_text|><|start_header_id|>system<|end_header_id|>You are an expert on climate change, human mobility and migration. Answer the question truthfully.<|eot_id|><|start_header_id|>user<|end_header_id|>Here are the title and abstract of a scientific paper probably related to climate change, human mobility and migration..
Title:"Nowhere can be an island: Making inclusion happen through seeing the world beyond the borders."
Abstract:"In today's globalised, interconnected world, the mobility of people across physical and virtual spaces and time has a significant influence on the young generation. It is critical for teaching professionals to create inclusive learning spaces that accommodate the diversity of families, including those from distinct religious and socio-economic backgrounds. This article looks at inclusion through a human mobility paradigm, which implies that all places are tied into at least thin networks of connections that stretch beyond each such place and mean that nowhere can be an island (Urry, 2007, p. 209). Some studies emphasise that the more mobile and fluid identity is, the more successfully the person integrates in the societal experiences (Bello, 2014; Butcher, 2009; Nowicka, 2007). This article stresses the importance for teaching professionals to develop an understanding that the notion of identity in the twenty-first century undergoes constant reconstruction, thus calling to perceive and accept children as global citizens by embracing transformational, inclusive teaching approaches and environments.."
I have six questions you need to answer.
Q1: Is this article is about 'human migration mobility': 1 = yes; 0 = no. Answer with a number. Do not give a textual explanation.

Q2: What drivers of migration and mobility does the article study? 0 = 'other', 1 = 'climate', 2 = 'environment', 3 = 'economic', 4 = 'conflict', 5 = 'political', 6 = 'social', 7 = 'family'. Answer with a number or a sequence of numbers separated by commas. Do not give a textual explanation. 

Q3: What is the overall sentiment of the article?:0 = 'neutral', 1 = 'negative', 2 = 'positive'. Answer with a number. Do not give a textual explanation.

Q4: What type of climate or environmental keywords are explicitly mentioned?:  0 = 'none', 1 = 'algal blooms', 2 = 'infestation', 3 = 'infectious diseases', 4 = 'ocean acidification', 5 = 'sea ice', 6 = 'acid rain', 7 = 'drought', 8 = 'cold wave', 9 = 'heat wave', 10 = 'glacial', 11 = 'wildfire', 12 = 'air pollution', 13 = 'biodiversity loss', 14 = 'coastal erosion', 15 = 'land degradation', 16 = 'deforestation', 17 = 'desertification', 18 = 'water pollution', 19 = 'diebacks', 20 = 'permafrost loss', 21 = 'sand mining', 22 = 'sea level rise', 23 = 'earthquake', 24 = 'tsunami', 25 = 'volcanic', 26 = 'flood', 27 = 'avalanche', 28 = 'landslide', 29 = 'downburst', 30 = 'thunderstorm', 31 = 'sandstorm', 32 = 'haze', 33 = 'storm', 34 = 'cyclone', 35 = 'blizzard', 36 = 'hail', 37 = 'snow', 38 = 'tornado', 39 = 'wind', 40 = 'hurricane', 41 = 'typhoon', 42 = 'other'. Answer with a number or a sequence of numbers separated by commas. Do not give a textual explanation. 

Q5: What discipline does the article belong to?: 0 = 'other', 1 = 'social science', 2 = 'natural science', 3 = 'arts and humanities', 4 = 'multidiscipline and interdiscipline'. Answer with a number. Do not give a textual explanation.

Q6: Does the article apply quantitative and/or statistical analysis?: 0 = 'no', 1 = 'yes'. Answer with a number. Do not give a textual explanation.

Use the following template: 

Q1 = [];
Q2 = [];
Q3 = [];
Q4 = [];
Q5 = [];
Q6 = [].<|eot_id|><|start_header_id|>assistant<|end_header_id|>Answer:
Q1 = [1];
Q2 = [6];
Q3 = [2];
Q4 = [0];
Q5 = [1];
Q6 = [0].
Nowhere can be an island: Making inclusion happen through seeing the world beyond the borders
In today's globalised, interconnected world, the mobility of people across physical and virtual spaces and time has a significant influence on the young generation. It is critical for teaching professionals to create inclusive learning spaces that accommodate the diversity of families, including those from distinct religious and socio-economic backgrounds. This article looks at inclusion through a human mobility paradigm, which implies that all places are tied into at least thin networks of connections that stretch beyond each such place and mean that nowhere can be an island (Urry, 2007, p. 209). Some studies emphasise that the more mobile and fluid identity is, the more successfully the person integrates in the societal experiences (Bello, 2014; Butcher, 2009; Nowicka, 2007). This article stresses the importance for teaching professionals to develop an understanding that the notion of identity in the twenty-first century undergoes constant reconstruction, thus calling to perceive and accept children as global citizens by embracing transformational, inclusive teaching approaches and environments.