<|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:"Student engagement in a Human Anatomy and Physiology course: a New Zealand perspective."
Abstract:"The population diversity of New Zealand is due to the unique fusion of indigenous peoples of Polynesian origin (Maori), western European colonization (Pakeha), and more recent (20th century) immigration from the Pacific region (Pasifika). However, disparities in tertiary education indicate that Maori and Pasifika students are more likely to drop out during their first year of study and are less likely to complete their qualification than their Pakeha peers. Higher levels of course engagement may increase first-year grades, elevate academic performance, and encourage persistence between the first and second years of study. Therefore, a Student Course Engagement Questionnaire was used to quantify engagement in a compulsory first-year undergraduate Human Anatomy and Physiology course in a New Zealand university. A data mining technique was used to assign students into a low-engagement/low-achievement cluster, and a high-engagement/high-achievement cluster. The skills, emotional, and participation-interaction components of engagement were lower in Pasifika students: these students' academic grade was lower than those of both Maori and Pakeha students. The strongest predictors of cluster membership were skills engagement and emotional engagement, suggesting that these components outweighed other aspects of course engagement. Maori and Pasifika students were overrepresented in the low-engagement/low-achievement cluster, and underrepresented in the high-engagement/high-achievement cluster. We suggest that embedding study skills within course delivery, and constantly emphasizing their importance, would likely increase student course engagement. Also, we report that both Maori and Pasifika students remain more disengaged than their Pakeha peers.."
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 = [];
Q4 = [0];
Q5 = [];
Q6 = [1].
Student engagement in a Human Anatomy and Physiology course: a New Zealand perspective
The population diversity of New Zealand is due to the unique fusion of indigenous peoples of Polynesian origin (Maori), western European colonization (Pakeha), and more recent (20th century) immigration from the Pacific region (Pasifika). However, disparities in tertiary education indicate that Maori and Pasifika students are more likely to drop out during their first year of study and are less likely to complete their qualification than their Pakeha peers. Higher levels of course engagement may increase first-year grades, elevate academic performance, and encourage persistence between the first and second years of study. Therefore, a Student Course Engagement Questionnaire was used to quantify engagement in a compulsory first-year undergraduate Human Anatomy and Physiology course in a New Zealand university. A data mining technique was used to assign students into a low-engagement/low-achievement cluster, and a high-engagement/high-achievement cluster. The skills, emotional, and participation-interaction components of engagement were lower in Pasifika students: these students' academic grade was lower than those of both Maori and Pakeha students. The strongest predictors of cluster membership were skills engagement and emotional engagement, suggesting that these components outweighed other aspects of course engagement. Maori and Pasifika students were overrepresented in the low-engagement/low-achievement cluster, and underrepresented in the high-engagement/high-achievement cluster. We suggest that embedding study skills within course delivery, and constantly emphasizing their importance, would likely increase student course engagement. Also, we report that both Maori and Pasifika students remain more disengaged than their Pakeha peers.