<|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:"Exploring Barriers to Higher Education in Protracted Refugee Situations: The Case of Burmese Refugees in Thailand."
Abstract:"Millions of refugees today are trapped in protracted encampment where they are dependent on external support for basic necessities. Growing up in a refugee camp, many young people are eager to attain Higher Education but lack the opportunities and freedoms their non-refugee peers enjoy as they transition into adulthood and look for meaningful ways to support themselves. This article explores three main assumptions surrounding barriers to Higher Education in Protracted Refugee Situations both theoretically as well as in relation to the particular case of Burmese refugees in Thailand. Following a rights-based approach and adopting post-structural theories, this literature-based article demonstrates how dominant educational discourse emphasizes externalities and thereby neglects the practical realization of the individual's right to Higher Education, while powerful narratives of refugees as dependent victims have shaped reality in justifying mechanisms for international protection and incapacitating refugees. The article concludes that Higher Education could be both a means to refugee empowerment and a form of empowerment. We must not believe the many, who say that free persons only ought to be educated, but we should rather believe the philosophers, who say that the educated only are free (Epictetus, 55-135 AD).."
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 = [];
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Q6 = [].<|eot_id|><|start_header_id|>assistant<|end_header_id|>Answer:
Q1 = [1];
Q2 = [4,5,6];
Q3 = [];
Q4 = [0];
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Q6 = [0].
Exploring Barriers to Higher Education in Protracted Refugee Situations: The Case of Burmese Refugees in Thailand
Millions of refugees today are trapped in protracted encampment where they are dependent on external support for basic necessities. Growing up in a refugee camp, many young people are eager to attain Higher Education but lack the opportunities and freedoms their non-refugee peers enjoy as they transition into adulthood and look for meaningful ways to support themselves. This article explores three main assumptions surrounding barriers to Higher Education in Protracted Refugee Situations both theoretically as well as in relation to the particular case of Burmese refugees in Thailand. Following a rights-based approach and adopting post-structural theories, this literature-based article demonstrates how dominant educational discourse emphasizes externalities and thereby neglects the practical realization of the individual's right to Higher Education, while powerful narratives of refugees as dependent victims have shaped reality in justifying mechanisms for international protection and incapacitating refugees. The article concludes that Higher Education could be both a means to refugee empowerment and a form of empowerment. We must not believe the many, who say that free persons only ought to be educated, but we should rather believe the philosophers, who say that the educated only are free (Epictetus, 55-135 AD).