<|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:"Immigrant Children, Educational Performance and Public Policy: a Capability Approach."
Abstract:"This article reports on the relationship between the educational performance of second-generation students, the attitude of majority society towards immigrants and integration policy in the destination country. It argues that the educational underperformance of second-generation students is to some extent a product of an inequality in different students' abilities to materialise educational opportunities provided by the destination country's education system. This inequality in abilities is generated by the human diversity of the different groups: immigrants vs. non-immigrants; voluntary immigrants vs. refugees. Depending on the integration context, the human diversity may exacerbate the inequality and cause the performance gap to get wider. The article uses data from two qualitative studies with the Somali community in Finland and employs the capability approach. Due to their background as the children of refugees from Somalia and the attitude of people in mainstream society, Finnish-Somali students face more challenges in materialising educational opportunities. The Finnish context in which they find themselves puts these students in a less encouraging position for two reasons. First, prejudice and discrimination may weaken their will and confidence to learn and reduces their parents' will to cooperate with their schools. Second, their parents-due to their lack of knowledge of the school system and proficiency in the Finnish language-are also relatively less effective in the Finnish schooling system. To deal with the performance gap between immigrant and native children in schooling, public policy should focus on how the integration context is shaping diverse students' abilities (capability sets) to succeed.."
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].
Immigrant Children, Educational Performance and Public Policy: a Capability Approach
This article reports on the relationship between the educational performance of second-generation students, the attitude of majority society towards immigrants and integration policy in the destination country. It argues that the educational underperformance of second-generation students is to some extent a product of an inequality in different students' abilities to materialise educational opportunities provided by the destination country's education system. This inequality in abilities is generated by the human diversity of the different groups: immigrants vs. non-immigrants; voluntary immigrants vs. refugees. Depending on the integration context, the human diversity may exacerbate the inequality and cause the performance gap to get wider. The article uses data from two qualitative studies with the Somali community in Finland and employs the capability approach. Due to their background as the children of refugees from Somalia and the attitude of people in mainstream society, Finnish-Somali students face more challenges in materialising educational opportunities. The Finnish context in which they find themselves puts these students in a less encouraging position for two reasons. First, prejudice and discrimination may weaken their will and confidence to learn and reduces their parents' will to cooperate with their schools. Second, their parents-due to their lack of knowledge of the school system and proficiency in the Finnish language-are also relatively less effective in the Finnish schooling system. To deal with the performance gap between immigrant and native children in schooling, public policy should focus on how the integration context is shaping diverse students' abilities (capability sets) to succeed.