<|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:"Supporting Settlement: Participatory drama as intervention."
Abstract:"In this paper, I briefly introduce the participatory drama practice that the Griffith University Applied Theatre team has been engaged in within the context of new arrivals over the last ten years. I then turn to discuss resilience and the importance of hope, belonging and connectedness in the lives of new arrivals. This is followed by a description of a participatory drama program that occurred with a specific group of year 11 and 12 students with refugee and asylum seeker backgrounds during two school terms in 2016. The drama program that took place at one Brisbane high school, in Queensland, Australia, was designed as an intervention to support the young people based on the school's assessment of their particular needs. I then turn to reflect on the program's achievements against the stated goals. To do this I draw on my own observations as well as interviews with the students and one of the teachers. I conclude that the participatory drama program was a valuable and joyful intervention for these young people.."
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 = [2];
Q4 = [0];
Q5 = [];
Q6 = [0].
Supporting Settlement: Participatory drama as intervention
In this paper, I briefly introduce the participatory drama practice that the Griffith University Applied Theatre team has been engaged in within the context of new arrivals over the last ten years. I then turn to discuss resilience and the importance of hope, belonging and connectedness in the lives of new arrivals. This is followed by a description of a participatory drama program that occurred with a specific group of year 11 and 12 students with refugee and asylum seeker backgrounds during two school terms in 2016. The drama program that took place at one Brisbane high school, in Queensland, Australia, was designed as an intervention to support the young people based on the school's assessment of their particular needs. I then turn to reflect on the program's achievements against the stated goals. To do this I draw on my own observations as well as interviews with the students and one of the teachers. I conclude that the participatory drama program was a valuable and joyful intervention for these young people.