<|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:"The Magnus Effect Behind the Transition to Higher Education in Turkiye: Uncovering Equity Issues."
Abstract:"We analyzed the links between access to higher education, exams, and equity in education in Turkiye. Next, we made numerous recommendations and referred to a phenomenon: The Magnus Effect to delve into the problems of the relevant processes. After conducting a review of the literature, we came up with four core sources that produce equity issues: tracking, stratification, socioeconomic status, and the qualifying elimination system. One of the ironies was that access to higher education institutions is enabled via high-stakes national exams, which seem to legitimize the process while leading to countless more inequities.A total stranger might not easily comprehend the significance of an assemblage of diverse individuals from all walks of life patiently waiting, though anxious, and holding their breath on a warm day in June at schools all over Turkiye. These crowds comprise parents, grandparents, siblings, officers, and a fair number of other immediate stakeholders in a lifetime experience: the national university entrance exam (Transition to High School Exam, THE). As a matter of fact, they are the ones accompanying candidates taking the exam. The authors of this paper all went through these extremely tough times with their families as well so that they also could be deemed appropriate to go into a higher education institution, to continue to work hard, and to graduate with a diploma, which may or may not warrant their employment. In fact, one the authors, who is female, might be feeling relatively luckier (if not privileged)-bearing in mind her parents are both academics-as she became a faculty member, unlike other women who struggle with the risk of dropping out of school, early marriage, and/or child labor despite all the ongoing effort to mitigate these problems in 21st century Turkiye.This is a clear picture of Turkiye on the days of these high-stakes examinations. To this end, this paper attempts to address the total stranger mentioned above with a view to depicting, questioning, and criticizing the existing-and at times surprising-situation in Turkiye, a developing country that has millions of refugee students, together with a highly heterogeneous profile of learners and teachers. The country was recently identified by the Organization for Economic Cooperation and Development (OECD) as having an extremely high number of young people who are not employed, educated, or trained (NEET). As such, it would be fair to state that our initiative as Turkish researchers can help outsiders-for instance living in the Global North-to reconsider the case with their own countries, make comparisons, and hopefully become more knowledgeable and prepared for cross-national cooperation and collaboration to maintain an equitable mindset and related practicum for education matters around the world.."
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 = [];
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Q3 = [];
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Q5 = [];
Q6 = [].<|eot_id|><|start_header_id|>assistant<|end_header_id|>Answer:
Q1 = [0];
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Q4 = [];
Q5 = [];
Q6 = [0].
The Magnus Effect Behind the Transition to Higher Education in Turkiye: Uncovering Equity Issues
We analyzed the links between access to higher education, exams, and equity in education in Turkiye. Next, we made numerous recommendations and referred to a phenomenon: The Magnus Effect to delve into the problems of the relevant processes. After conducting a review of the literature, we came up with four core sources that produce equity issues: tracking, stratification, socioeconomic status, and the qualifying elimination system. One of the ironies was that access to higher education institutions is enabled via high-stakes national exams, which seem to legitimize the process while leading to countless more inequities.A total stranger might not easily comprehend the significance of an assemblage of diverse individuals from all walks of life patiently waiting, though anxious, and holding their breath on a warm day in June at schools all over Turkiye. These crowds comprise parents, grandparents, siblings, officers, and a fair number of other immediate stakeholders in a lifetime experience: the national university entrance exam (Transition to High School Exam, THE). As a matter of fact, they are the ones accompanying candidates taking the exam. The authors of this paper all went through these extremely tough times with their families as well so that they also could be deemed appropriate to go into a higher education institution, to continue to work hard, and to graduate with a diploma, which may or may not warrant their employment. In fact, one the authors, who is female, might be feeling relatively luckier (if not privileged)-bearing in mind her parents are both academics-as she became a faculty member, unlike other women who struggle with the risk of dropping out of school, early marriage, and/or child labor despite all the ongoing effort to mitigate these problems in 21st century Turkiye.This is a clear picture of Turkiye on the days of these high-stakes examinations. To this end, this paper attempts to address the total stranger mentioned above with a view to depicting, questioning, and criticizing the existing-and at times surprising-situation in Turkiye, a developing country that has millions of refugee students, together with a highly heterogeneous profile of learners and teachers. The country was recently identified by the Organization for Economic Cooperation and Development (OECD) as having an extremely high number of young people who are not employed, educated, or trained (NEET). As such, it would be fair to state that our initiative as Turkish researchers can help outsiders-for instance living in the Global North-to reconsider the case with their own countries, make comparisons, and hopefully become more knowledgeable and prepared for cross-national cooperation and collaboration to maintain an equitable mindset and related practicum for education matters around the world.