<|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:"Continuums of precarity: refugee youth transitions in American high schools."
Abstract:"This article examines how the pre-migratory experiences of 90 Bhutanese, Burmese, and Iraqi refugee youth shape their aspirations, needs and capabilities as they transition to postsecondary education and work in the American urban context. It further explores how their schooling experiences in precarious urban school districts influence their trajectories. Drawing on two ethnographic projects spanning three years each, the authors rely on participant observation, semiformal and formal interviews, focus groups, and documents for their analysis. The authors apply the notion of 'cruel optimism' to explain the translation of refugee youths' aspirations post-arrival as they transition from war, refugee camps and illegal alienage to the grim landscape of public education in postindustrial cities like Philadelphia. Coping with residual trauma, interrupted schooling and the pressures of poverty, youth experience a 'continuum of precarity' in their lives that begins in their flight contexts and extends into their post-resettlement social worlds. As public education becomes increasingly unstable, their narratives offer a lens to consider the moral contradictions of third country refugee resettlement. Future research should tease out the unique and multiple transitions refugee youth make across contexts and how their interactions with educative institutions belie the humanitarian promise of better lives.."
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 = [];
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Q6 = [].<|eot_id|><|start_header_id|>assistant<|end_header_id|>Answer:
Q1 = [1];
Q2 = [4,5,6];
Q3 = [];
Q4 = [0];
Q5 = [];
Q6 = [0].
Continuums of precarity: refugee youth transitions in American high schools
This article examines how the pre-migratory experiences of 90 Bhutanese, Burmese, and Iraqi refugee youth shape their aspirations, needs and capabilities as they transition to postsecondary education and work in the American urban context. It further explores how their schooling experiences in precarious urban school districts influence their trajectories. Drawing on two ethnographic projects spanning three years each, the authors rely on participant observation, semiformal and formal interviews, focus groups, and documents for their analysis. The authors apply the notion of 'cruel optimism' to explain the translation of refugee youths' aspirations post-arrival as they transition from war, refugee camps and illegal alienage to the grim landscape of public education in postindustrial cities like Philadelphia. Coping with residual trauma, interrupted schooling and the pressures of poverty, youth experience a 'continuum of precarity' in their lives that begins in their flight contexts and extends into their post-resettlement social worlds. As public education becomes increasingly unstable, their narratives offer a lens to consider the moral contradictions of third country refugee resettlement. Future research should tease out the unique and multiple transitions refugee youth make across contexts and how their interactions with educative institutions belie the humanitarian promise of better lives.