<|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:"Identity and quality of Catholic schools in Sudan."
Abstract:"Catholic schools have multiplied since 1843 until now in Sudan, an Islamic majority country where Arab and African cultures intertwine in a particular way. The research aims at identifying the characteristics that define the identity and the concept of quality of these schools. With this purpose, the article reviews their history and the inspirational sources and cultural context that shaped the educational vision of the missionary who left an indelible imprint on these schools, Daniel Comboni. The research also includes the results of a questionnaire with a sample of fourteen of these schools located at Khartoum State. Catholic schools have not renounced their evangelising purpose, but have developed their identity in a dialogic way with the Islamic society that surrounds them around values like respect for diversity; commitment for the common good of the Sudanese society; and preferential option for marginalised people like displaced and refugee children.."
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.

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Q6 = [].<|eot_id|><|start_header_id|>assistant<|end_header_id|>Answer:
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Identity and quality of Catholic schools in Sudan
Catholic schools have multiplied since 1843 until now in Sudan, an Islamic majority country where Arab and African cultures intertwine in a particular way. The research aims at identifying the characteristics that define the identity and the concept of quality of these schools. With this purpose, the article reviews their history and the inspirational sources and cultural context that shaped the educational vision of the missionary who left an indelible imprint on these schools, Daniel Comboni. The research also includes the results of a questionnaire with a sample of fourteen of these schools located at Khartoum State. Catholic schools have not renounced their evangelising purpose, but have developed their identity in a dialogic way with the Islamic society that surrounds them around values like respect for diversity; commitment for the common good of the Sudanese society; and preferential option for marginalised people like displaced and refugee children.