<|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:"Education, Ontological Security, and Preserving Hope in Liminality: Learning from the Daily Strategies Exercised by Syrian Refugee Youth in Jordan."
Abstract:"This article draws on a study with Syrian refugee youth and their teachers to examine how young people, holding liminal social and legal statuses in Jordan, manage uncertainty. Through an analysis of students' experiences, this article describes the varying strategies that they developed to protect their sense of hope across time by maintaining ontological security, or an understanding of self. These findings suggested that refugee youth, unable to navigate uncertainty through their educational spaces, explored alternative ways to actively build hope and sustain a sense of control in their lives. They nurtured hope by constructing a continuous narrative of their experiences, exploring their skills and potential, and forming attachments to ideas of place and possibility. Buildings on these findings, this article argues for the importance of integrating practices within education which respond to refugee youths' needs to maintain ontological security and hope in the face of uncertainty.."
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 = [];
Q3 = [];
Q4 = [0];
Q5 = [1];
Q6 = [0].
Education, Ontological Security, and Preserving Hope in Liminality: Learning from the Daily Strategies Exercised by Syrian Refugee Youth in Jordan
This article draws on a study with Syrian refugee youth and their teachers to examine how young people, holding liminal social and legal statuses in Jordan, manage uncertainty. Through an analysis of students' experiences, this article describes the varying strategies that they developed to protect their sense of hope across time by maintaining ontological security, or an understanding of self. These findings suggested that refugee youth, unable to navigate uncertainty through their educational spaces, explored alternative ways to actively build hope and sustain a sense of control in their lives. They nurtured hope by constructing a continuous narrative of their experiences, exploring their skills and potential, and forming attachments to ideas of place and possibility. Buildings on these findings, this article argues for the importance of integrating practices within education which respond to refugee youths' needs to maintain ontological security and hope in the face of uncertainty.