<|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:"Being inside out: the slippery slope between inclusion and exclusion in a Swiss educational project for unaccompanied refugee youth."
Abstract:"This article discusses how important social markers surrounding the figure of the unaccompanied minor, such as 'integration' and 'deservingness' are negotiated and made sense of by unaccompanied refugee youth and their teachers in a Swiss integration class. Starting from the premise of the classroom as both, a project of future-making and control, I investigate the ambiguous potential of education in creating and obstructing refugee youth's pathways into the larger society. By zooming in on the interactions between teachers and students in an educational project in Switzerland that was specifically designed to cater for the needs of unaccompanied refugee youth, I show how a project that is celebrated amongst practitioners as a best practice example for integration in fact creates an insurmountable number of new obstacles for the young people. I suggest that the ambiguous treatment of unaccompanied refugee youth as vulnerable victims in need of protection and integration on the one hand and as threats to the economic and cultural integrity of the Swiss 'national order of things' (Malkki, Liisa. 1995. Refugees and Exile: From 'Refugee Studies' to the National Order of Things. Annual Review in Anthropology 24: 494-523) on the other, produces paradoxical dynamics whereby young people find themselves left outside whilst seemingly being 'in'.."
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 = [6,7];
Q3 = [1];
Q4 = [0];
Q5 = [];
Q6 = [0].
Being inside out: the slippery slope between inclusion and exclusion in a Swiss educational project for unaccompanied refugee youth
This article discusses how important social markers surrounding the figure of the unaccompanied minor, such as 'integration' and 'deservingness' are negotiated and made sense of by unaccompanied refugee youth and their teachers in a Swiss integration class. Starting from the premise of the classroom as both, a project of future-making and control, I investigate the ambiguous potential of education in creating and obstructing refugee youth's pathways into the larger society. By zooming in on the interactions between teachers and students in an educational project in Switzerland that was specifically designed to cater for the needs of unaccompanied refugee youth, I show how a project that is celebrated amongst practitioners as a best practice example for integration in fact creates an insurmountable number of new obstacles for the young people. I suggest that the ambiguous treatment of unaccompanied refugee youth as vulnerable victims in need of protection and integration on the one hand and as threats to the economic and cultural integrity of the Swiss 'national order of things' (Malkki, Liisa. 1995. Refugees and Exile: From 'Refugee Studies' to the National Order of Things. Annual Review in Anthropology 24: 494-523) on the other, produces paradoxical dynamics whereby young people find themselves left outside whilst seemingly being 'in'.