<|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:"Strangers everywhere? Home and unhomeliness in newly arrived pupils' narratives on exile."
Abstract:"This article scrutinises the ways in which pupils who have experienced transnational migration construct 'home' and the unmaking of 'home'. Researchers have argued that migrants' perspectives on belonging are seldom granted scholarly attention. Here, we seek to redress this oversight by inquiring about the ways in which newly arrived migrants define their (un)homeliness in Sweden in the context of astate-sponsored introductory language programme. The focus is on how these pupils themselves define the notion of home, their sense of belonging, and what they envision as necessary to achieve in order to become part of the national community. What emerges in these stories is aconstant negotiation to fill the idea of 'home' with content. These negotiations take place in apresent, but always in relation to both apast and an imagined future- in which homeliness appears in different ways, with different meanings.."
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];
Q3 = [2];
Q4 = [0];
Q5 = [];
Q6 = [0].
Strangers everywhere? Home and unhomeliness in newly arrived pupils' narratives on exile
This article scrutinises the ways in which pupils who have experienced transnational migration construct 'home' and the unmaking of 'home'. Researchers have argued that migrants' perspectives on belonging are seldom granted scholarly attention. Here, we seek to redress this oversight by inquiring about the ways in which newly arrived migrants define their (un)homeliness in Sweden in the context of astate-sponsored introductory language programme. The focus is on how these pupils themselves define the notion of home, their sense of belonging, and what they envision as necessary to achieve in order to become part of the national community. What emerges in these stories is aconstant negotiation to fill the idea of 'home' with content. These negotiations take place in apresent, but always in relation to both apast and an imagined future- in which homeliness appears in different ways, with different meanings.