<|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:"Building social capital in a new home country. A closer look into the predictors of bonding and bridging relationships of migrant populations at different education levels."
Abstract:"This article explores the factors that may facilitate or hinder the development of migrant social capital in a settlement country. We build on Robert Putnam's dyad of bonding and bridging social capital, which are here combined into a single categorical dependent variable. As earlier research shows that higher educated migrants tend to form more extensive social relationships, we explore whether they draw from different background factors to build social capital than those with less education. Separate multinomial regression analyses are conducted for the two education groups using data from the Survey on Well-Being among Foreign Born Population in Finland (n: 5,247). The study finds important differences but also similarities between the education groups. The higher educated group most commonly possesses abundant social capital (i.e. extensive bonding and bridging relationships), while in the lower education group, the proportion of people with scarce social capital (limited bonding and bridging relationships) outnumbers those with abundant capital by over twofold. A satisfactory level of income emerges as the single most important underlying factor that both education groups draw from to build abundant social capital, but it is a far more common characteristic in the higher education group. Yet, income is not enough to explain the disparity between the education groups. Furthermore, the migration-related characteristics shield the higher education group from scarce or one-sided social capital. The lower educated group derive benefits from education obtained in the new home country. Individual characteristics outweigh the importance of context-related factors for social capital development.."
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 = [];
Q4 = [0];
Q5 = [1];
Q6 = [1].
Building social capital in a new home country. A closer look into the predictors of bonding and bridging relationships of migrant populations at different education levels
This article explores the factors that may facilitate or hinder the development of migrant social capital in a settlement country. We build on Robert Putnam's dyad of bonding and bridging social capital, which are here combined into a single categorical dependent variable. As earlier research shows that higher educated migrants tend to form more extensive social relationships, we explore whether they draw from different background factors to build social capital than those with less education. Separate multinomial regression analyses are conducted for the two education groups using data from the Survey on Well-Being among Foreign Born Population in Finland (n: 5,247). The study finds important differences but also similarities between the education groups. The higher educated group most commonly possesses abundant social capital (i.e. extensive bonding and bridging relationships), while in the lower education group, the proportion of people with scarce social capital (limited bonding and bridging relationships) outnumbers those with abundant capital by over twofold. A satisfactory level of income emerges as the single most important underlying factor that both education groups draw from to build abundant social capital, but it is a far more common characteristic in the higher education group. Yet, income is not enough to explain the disparity between the education groups. Furthermore, the migration-related characteristics shield the higher education group from scarce or one-sided social capital. The lower educated group derive benefits from education obtained in the new home country. Individual characteristics outweigh the importance of context-related factors for social capital development.