<|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:"MISSING OUT: GYPSY/ROMA/TRAVELLER CHILDREN AND EDUCATION. SOME EVIDENCE FROM FIELDWORK IN A NORTHERN CITY IN THE UK."
Abstract:"The nature and complexity of relations between the movement of people (migration), the formation of boundaries between groups of people who have shared cultural meanings, memories and descent (ethnicity) and the formation and negative treatment of racial groups (racism) is a key focus for this paper. Migration, racism and ethnicity remain strong social forces and there is evidence of sharpening tensions and conflict in inter-ethnic relations This paper presents new information on the experiences of Gypsy/Roma/Traveller (GRT) children and education in Britain, providing both an assessment of current patterns of social and educational exclusion, and evidence from fieldwork with schools, parents and community groups in a Northern City. Welfare outcomes are particularly poor for this group, for example they have higher levels of infant mortality and lower life expectancy due to difficulties in accessing health services than most other groups, life expectancy for men and women is 10 years lower than the national average and Gypsy and Irish Traveller mothers are 20 times more likely than mothers in the rest of the population to have experienced the death of a child. In education, as well as some of the lowest levels of educational attainment, some schools are refusing to admit children from this group, imposing discriminatory conditions on admission or delaying registration. Also, of those that do get access to education, at least half of gypsy and traveller children in England and Wales drop out of school between the ages of 8 and 16. Furthermore, there is increasing evidence of almost total failure of access to higher education for this group.."
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 = [1];
Q6 = [0].
MISSING OUT: GYPSY/ROMA/TRAVELLER CHILDREN AND EDUCATION. SOME EVIDENCE FROM FIELDWORK IN A NORTHERN CITY IN THE UK
The nature and complexity of relations between the movement of people (migration), the formation of boundaries between groups of people who have shared cultural meanings, memories and descent (ethnicity) and the formation and negative treatment of racial groups (racism) is a key focus for this paper. Migration, racism and ethnicity remain strong social forces and there is evidence of sharpening tensions and conflict in inter-ethnic relations This paper presents new information on the experiences of Gypsy/Roma/Traveller (GRT) children and education in Britain, providing both an assessment of current patterns of social and educational exclusion, and evidence from fieldwork with schools, parents and community groups in a Northern City. Welfare outcomes are particularly poor for this group, for example they have higher levels of infant mortality and lower life expectancy due to difficulties in accessing health services than most other groups, life expectancy for men and women is 10 years lower than the national average and Gypsy and Irish Traveller mothers are 20 times more likely than mothers in the rest of the population to have experienced the death of a child. In education, as well as some of the lowest levels of educational attainment, some schools are refusing to admit children from this group, imposing discriminatory conditions on admission or delaying registration. Also, of those that do get access to education, at least half of gypsy and traveller children in England and Wales drop out of school between the ages of 8 and 16. Furthermore, there is increasing evidence of almost total failure of access to higher education for this group.