<|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:"Reskilled and Integrated, but How? Navigating Trauma and Temporary Hardships."
Abstract:"Immigrants are often pressed to show how they will contribute to a host country, thus proving through their conditions of entry and human capital whether they will be perceived as an asset or burden, and this is juxtaposed with the host country's institutions offering an improved quality of life, mainly through employment. Seeking employment is often a key factor to be economically assimilated, and in the case of highly educated Turkish migrants, the opportunity to reclaim their previous professional and quality of life statuses. Based on qualitative research, we have examined the experiences of highly educated Turkish people (n = 42) in the recently forced migrant population. Following events including terrorism and the coup on 15 July 2016, Turkiye experienced the highest forced migration in her history. With exiled Turkish migrants, the forced aspect of their migration prompts them to seek a host country that provides safety, and they are also driven to transfer their educational degrees and professional credentials. However, changing careers to become educated and certified in new fields takes time and resources, contributing to a fluctuating economic status and loss of well-being. Once this is regained, their economic situation is improved, but there is still the lost time from the immigration and transfer period. Thus, the process has positive and negative components, but understanding this nuanced process provides opportunities for policy reform that can shorten the time of re-education, increase employability, and support well-being.."
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 = [];
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Q6 = [].<|eot_id|><|start_header_id|>assistant<|end_header_id|>Answer:

Reskilled and Integrated, but How? Navigating Trauma and Temporary Hardships
Immigrants are often pressed to show how they will contribute to a host country, thus proving through their conditions of entry and human capital whether they will be perceived as an asset or burden, and this is juxtaposed with the host country's institutions offering an improved quality of life, mainly through employment. Seeking employment is often a key factor to be economically assimilated, and in the case of highly educated Turkish migrants, the opportunity to reclaim their previous professional and quality of life statuses. Based on qualitative research, we have examined the experiences of highly educated Turkish people (n = 42) in the recently forced migrant population. Following events including terrorism and the coup on 15 July 2016, Turkiye experienced the highest forced migration in her history. With exiled Turkish migrants, the forced aspect of their migration prompts them to seek a host country that provides safety, and they are also driven to transfer their educational degrees and professional credentials. However, changing careers to become educated and certified in new fields takes time and resources, contributing to a fluctuating economic status and loss of well-being. Once this is regained, their economic situation is improved, but there is still the lost time from the immigration and transfer period. Thus, the process has positive and negative components, but understanding this nuanced process provides opportunities for policy reform that can shorten the time of re-education, increase employability, and support well-being.