<|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:"Young people, education and unlawful non-citizenship: spectral sovereignty and governmentality in Australia."
Abstract:"This paper considers Judith Butler's discussion of the intersections between governmentality and sovereign power in Precarious life: the powers of mourning and violence. We consider this interrelationship with a view to considering how this might enable us to expand our understanding of contemporary discourses governing young people within and outside Australia. In particular we focus on the production of groups of young people, such as those classified as 'illegal immigrants' who may be situated outside the frame of 'public good' or the 'private interest'. This enables for a theorisation of the lives of groups of young people who may 'have no definitive prospect for a re-entry into the political fabric of life, even as one's situation is highly, if not fatally, politicized'. It is questionable whether the Foucauldian notion of governmentality gives sufficient account of the lives of these young people whose conduct is effectively considered irrelevant by the State. As educators, it is arguable that we have an ethical imperative to encourage our students to care for themselves, and for others, especially those others whose lives have been 'fatally politicized'.."
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 = [5];
Q3 = [1];
Q4 = [0];
Q5 = [];
Q6 = [0].
Young people, education and unlawful non-citizenship: spectral sovereignty and governmentality in Australia
This paper considers Judith Butler's discussion of the intersections between governmentality and sovereign power in Precarious life: the powers of mourning and violence. We consider this interrelationship with a view to considering how this might enable us to expand our understanding of contemporary discourses governing young people within and outside Australia. In particular we focus on the production of groups of young people, such as those classified as 'illegal immigrants' who may be situated outside the frame of 'public good' or the 'private interest'. This enables for a theorisation of the lives of groups of young people who may 'have no definitive prospect for a re-entry into the political fabric of life, even as one's situation is highly, if not fatally, politicized'. It is questionable whether the Foucauldian notion of governmentality gives sufficient account of the lives of these young people whose conduct is effectively considered irrelevant by the State. As educators, it is arguable that we have an ethical imperative to encourage our students to care for themselves, and for others, especially those others whose lives have been 'fatally politicized'.