<|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:"Intersections of Forced Migration and Gender in Physical Education."
Abstract:"Rising refugee movements have affected global society in general and the social system of sports in particular. The main structures and discourses of the sports system are also reflected in physical education (PE) at schools, which can, therefore, be regarded as an integral part of it. PE can play a significant role in the sports biographies of young people from refugee backgrounds. It is the only organizational framework of sports that all children and adolescents experience, and for many young people from refugee backgrounds it is the first and sometimes the only context in which they come into contact with sports in the host country. Consequently, PE teachers have a special opportunity to support students from refugee backgrounds in discovering their sports-related interests and to encourage them to deepen these interests outside school. Research suggests that teachers interact with learners from refugee backgrounds with stereotypical expectations for how they should behave and act. These expectations are structured along gender-specific logics, with male persons from refugee backgrounds often being classified as violent and threatening and female individuals from refugee backgrounds as fragile and oppressed. Against this background, through an interview study with 31 PE teachers from schools in Germany, we investigate teachers' perspectives on young people from refugee backgrounds. Specifically, we examine which intertwined gendered and racialized patterns of perception and interpretation become apparent when PE teachers talk about this group of students. Constructivist, intersectional, and postcolonial approaches are used to analyze the interviews and answer the research questions. The analytical screening of the interviews reveals that gendered and racialized perceptions of threat and vulnerability dominate the teachers' mindsets. Four main patterns that follow these gendered and racialized thoughts can be detected in the data material: victimization and vulnerabilization, notions of threat and impulsivity, claims for assimilation and normalization, and demands for discipline. These perceptions can influence the developmental opportunities of students from refugee backgrounds and reduce their participation and involvement in school sports and out-of-school sports contexts. Based on these results, we discuss strategies that might support (future) teachers in breaking stereotypes and overcoming narrow perceptions of young people from refugee backgrounds.."
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 = [];
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Q6 = [].<|eot_id|><|start_header_id|>assistant<|end_header_id|>Answer:

Intersections of Forced Migration and Gender in Physical Education
Rising refugee movements have affected global society in general and the social system of sports in particular. The main structures and discourses of the sports system are also reflected in physical education (PE) at schools, which can, therefore, be regarded as an integral part of it. PE can play a significant role in the sports biographies of young people from refugee backgrounds. It is the only organizational framework of sports that all children and adolescents experience, and for many young people from refugee backgrounds it is the first and sometimes the only context in which they come into contact with sports in the host country. Consequently, PE teachers have a special opportunity to support students from refugee backgrounds in discovering their sports-related interests and to encourage them to deepen these interests outside school. Research suggests that teachers interact with learners from refugee backgrounds with stereotypical expectations for how they should behave and act. These expectations are structured along gender-specific logics, with male persons from refugee backgrounds often being classified as violent and threatening and female individuals from refugee backgrounds as fragile and oppressed. Against this background, through an interview study with 31 PE teachers from schools in Germany, we investigate teachers' perspectives on young people from refugee backgrounds. Specifically, we examine which intertwined gendered and racialized patterns of perception and interpretation become apparent when PE teachers talk about this group of students. Constructivist, intersectional, and postcolonial approaches are used to analyze the interviews and answer the research questions. The analytical screening of the interviews reveals that gendered and racialized perceptions of threat and vulnerability dominate the teachers' mindsets. Four main patterns that follow these gendered and racialized thoughts can be detected in the data material: victimization and vulnerabilization, notions of threat and impulsivity, claims for assimilation and normalization, and demands for discipline. These perceptions can influence the developmental opportunities of students from refugee backgrounds and reduce their participation and involvement in school sports and out-of-school sports contexts. Based on these results, we discuss strategies that might support (future) teachers in breaking stereotypes and overcoming narrow perceptions of young people from refugee backgrounds.