<|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:"Students in cities: a preliminary analysis of their patterns and effects."
Abstract:"This paper adds to a growing literature on the impacts of the growth in student numbers in the UK, by focusing explicitly on their spatial residential patterns and impacts on tabour markets in cities. It shows that students are typically highly residentially concentrated and statistically the population of students shows a high degree of segregation from nonstudents. Turnover within student neighbourhoods is argued to be sufficiently high to cause significant neighbourhood and community disruption in many cities. Students are also shown to have very distinct labour-market characteristics, being highly concentrated within particular sectors and types of occupation. Here too they have the potential for wider impacts, including displacement effects in relation to other local young people from entry-level jobs and increasing the flexibilisation of working practices. Students are also distinctive in apparently being able to find work if they wish to, although the evidence suggests that this is probably marginally easier in more buoyant tabour markets. There is much unexplained variation between cities, though, which suggests the need for more detailed local work.."
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 = [0];
Q2 = [];
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Q4 = [];
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Q6 = [1].
Students in cities: a preliminary analysis of their patterns and effects
This paper adds to a growing literature on the impacts of the growth in student numbers in the UK, by focusing explicitly on their spatial residential patterns and impacts on tabour markets in cities. It shows that students are typically highly residentially concentrated and statistically the population of students shows a high degree of segregation from nonstudents. Turnover within student neighbourhoods is argued to be sufficiently high to cause significant neighbourhood and community disruption in many cities. Students are also shown to have very distinct labour-market characteristics, being highly concentrated within particular sectors and types of occupation. Here too they have the potential for wider impacts, including displacement effects in relation to other local young people from entry-level jobs and increasing the flexibilisation of working practices. Students are also distinctive in apparently being able to find work if they wish to, although the evidence suggests that this is probably marginally easier in more buoyant tabour markets. There is much unexplained variation between cities, though, which suggests the need for more detailed local work.