<|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:"Cognitive ability (IQ), education quality, economic growth, human migration: Implications from a sociobiological paradigtn of global economic inequality."
Abstract:"Modernization theories propose that third world developing nations will eventually undergo a transformational process where they will go from traditional agrarian societies to industrialized ones, eventually reaching the development levels of Western, first world nations. It remains to be explained why industrialization has worked for only a small handful of European and Pacific Rim countries and has failed for most other nations of the world in South Asia, the Pacific Islands, Latin America, and sub-Saharan Africa. The 2007 World Bank Report Education Quality and Economic Growth demonstrates that education quality and cognitive skills, measured by international standardized test scores, are stronger predictors for national economic growth than educational quantity, measured by years of schooling and enrollment rates. This paper summarizes key findings of the World Bank report and finds that the intelligence quotient (IQ) is highly correlated with international standardized test scores and other indices that complement income levels as indicators of national well-being. As IQ is substantially heritable, blunt strategies directed at simple resource expansions or institutional changes are unlikely to be effective at reducing disparities in international cognitive skills. Imminent workable solutions geared towards reducing global economic inequalities continue to remain elusive. Implications from the consequences of global inequality are discussed in the context of 21(st) century human migration in the West and Northeast Asia.."
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 = [3];
Q3 = [];
Q4 = [0];
Q5 = [1];
Q6 = [1].
Cognitive ability (IQ), education quality, economic growth, human migration: Implications from a sociobiological paradigtn of global economic inequality
Modernization theories propose that third world developing nations will eventually undergo a transformational process where they will go from traditional agrarian societies to industrialized ones, eventually reaching the development levels of Western, first world nations. It remains to be explained why industrialization has worked for only a small handful of European and Pacific Rim countries and has failed for most other nations of the world in South Asia, the Pacific Islands, Latin America, and sub-Saharan Africa. The 2007 World Bank Report Education Quality and Economic Growth demonstrates that education quality and cognitive skills, measured by international standardized test scores, are stronger predictors for national economic growth than educational quantity, measured by years of schooling and enrollment rates. This paper summarizes key findings of the World Bank report and finds that the intelligence quotient (IQ) is highly correlated with international standardized test scores and other indices that complement income levels as indicators of national well-being. As IQ is substantially heritable, blunt strategies directed at simple resource expansions or institutional changes are unlikely to be effective at reducing disparities in international cognitive skills. Imminent workable solutions geared towards reducing global economic inequalities continue to remain elusive. Implications from the consequences of global inequality are discussed in the context of 21(st) century human migration in the West and Northeast Asia.