<|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:"Rewriting our lives: Stories of meaning-making in an adult learning community."
Abstract:"The stories of three adult students who completed bachelor's degrees in an intensive learning community are examined. A controlling narrative learned from families and the culture had led them to interrupted educations and lives that failed to reflect their full capacities. With the guidance of faculty mentors and the collaboration of a peer community, they each reexamined, reinterpreted, and rewrote their failure narratives. Once they understood how they and their peers had accepted society's construction of their identities, these three were able to revise those self-constructions. Further contextualizing their experiences through the lenses of history, art, and literature enabled Helen, Ben, and Millie to make dramatic personal transformations. Helen, a single mother on welfare, rejected the hypothesis that an artist must be a genius or a man. Ben, a Vietnam-era veteran, let go of the macho warrior model and adopted a different way of contributing to the human community. Millie, an African American activist, found the common experience that connected her to both White working-class women and Cambodian refugees.."
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 = [];
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Q4 = [];
Q5 = [];
Q6 = [].<|eot_id|><|start_header_id|>assistant<|end_header_id|>Answer:
Q1 = [0];
Q2 = [];
Q3 = [];
Q4 = [];
Q5 = [];
Q6 = [0].
Rewriting our lives: Stories of meaning-making in an adult learning community
The stories of three adult students who completed bachelor's degrees in an intensive learning community are examined. A controlling narrative learned from families and the culture had led them to interrupted educations and lives that failed to reflect their full capacities. With the guidance of faculty mentors and the collaboration of a peer community, they each reexamined, reinterpreted, and rewrote their failure narratives. Once they understood how they and their peers had accepted society's construction of their identities, these three were able to revise those self-constructions. Further contextualizing their experiences through the lenses of history, art, and literature enabled Helen, Ben, and Millie to make dramatic personal transformations. Helen, a single mother on welfare, rejected the hypothesis that an artist must be a genius or a man. Ben, a Vietnam-era veteran, let go of the macho warrior model and adopted a different way of contributing to the human community. Millie, an African American activist, found the common experience that connected her to both White working-class women and Cambodian refugees.