Profile analysis and confunding for life quality: disabled people and race 1

Disability means a physical, intellectual or sensory disability, permanent or temporary nature, which limits the ability to perform one or more activities. It is characterized as complex, dynamic and multidisciplinary. They are affected by poor health outcomes, lower educational attainment, lower economic participation, higher poverty rates, greater dependency and restriction on participation and inclusion. Racism is a behavior that is the result of aversion, hatred, towards people who have a racial resemblance that it is possible to observe, through traits such as skin color, hair type, it results from the belief in the existence of superior human races or types and inferior, in an attempt to impose itself as unique or true. Life Quality results from the relationship between biological, social and psychological factors and also from the integration between the individual and society, being transformed according to the period of life and the socio-cultural environment in which the individual is inserted. In terms of Brazil, the existence of these two situations can be noted that are subject to assistance from the public authorities, such as the quota laws for disabled people and for races the black, brown and indigenous. The objective of this work is to evaluate the effect for race, disability and the interaction between race and disability for the variable’s education, income and gender through a comparative study using descriptive analysis and experimental design for the 2010 Demographic Census data and that can contribute to a better life quality for these groups.

Emerging in India in the 1930s, quotas are considered a form of affirmative action, something that seeks to reverse historical discrimination against certain social classes such as black, brown and indigenous races; disabled people, and finally; low income in economic terms. Although many consider quotas as a social action system, there are controversies about their consequences and constitutionality in many countries (Domingos, 2005;Oliveira, 2014).
Life quality indicates basic level and supplementary conditions of the human being. These conditions range from physical, mental, psychological and emotional well-being, social relationships, with family and friends, health, education and other parameters that affect human life.
The issue of quality of life has been growing in importance, under various aspects in recent years, especially with regard to its assessment or measurement, either individually or collectively (Ferro, 2012).
For this work, life quality score was created by weighing the variables obtained in the 2010 demographic census, attributing more points to the levels of each variable that may favor a better life quality.
In statistical terms, we intend to use analysis of variance (ANOVA), a technique that allows us to analyze one or more qualitative or categorical variables (factors) as a function of a continuous dependent variable.
For this work, we are considering the independent variables sex, income, education, race and visual, hearing, physical, intellectual or multiple disabilities, considering only one of the different disabilities in each ANOVA, all possible interactions and considering in all cases as an answer life quality score, in order to carry out comparative studies and explore the confounding between different disabilities and race in terms of education, sex and income.

Motivation
To better understand the differences between disabled people and quota races. We propose a study considering data from the 2010 IBGE Census, according to which disabled people represent 23.9% of the population and races black 7.1%, brown 44.3% and indigenous 0.5% and confounding (Montgomery, 2013), that is, of the groups of people who are simultaneously disabled and belong to a quota race.

Deficiency
The term disability means a physical, intellectual or sensory disability, of a permanent or temporary nature, which limits the ability to perform one or more activities. Disabled person refers to any person who has a disability and who is under the protection of a law.
According to the 2010 IBGE Census, disabilities were divided into physical, hearing, visual and intellectual.
In its questionnaire, IBGE established four different degrees of severity for each of the first three types of disability mentioned below: 1 -cannot at all; 2 -can, but with great difficulty; 3 -can, but with some difficulty; and finally; 4 -does not present any difficulties, and for intellectual disability the following possibilities were considered: 1 -yes, if you have an intellectual disability, which is permanent, and 2 -no, if you don't.
The most serious cases are considered as candidates to obtain assistance and receive benefits from public authorities, that is, those represented by groups 1 and 2 and all cases considered to be intellectually handicapped. In this work, however, we are considering all possible cases.

races
It can be understood as a social construct, used to distinguish people in terms of one or more physical marks. In other words, race is a category used to refer to a group of people whose physical marks are considered socially significant. In this way, race is an important analytical tool for sociology, as the perceptions and conceptions of race can affect and organize people's social life, being mainly responsible for the creation and maintenance of a system of social inequality.
With this scenario, it generated a situation of inequality that puts groups formed by blacks and indigenous in a disadvantaged position in relation to the group formed by whites, bringing negative impacts to black and indigenous groups on educational and work opportunities.

Life Quality
Indicates the level of basic and supplementary conditions for the human being's life quality. These conditions range from physical, mental, psychological and emotional well-being to social relationships such as family, friends, health, education and other parameters that affect human life (Pereira et al., 2012).
For this work, an Analysis of Variance planning model was considered with a dependent variable, the life quality score was created from the weighting of a set of variables related to family, housing, work, other assets and identification so that the higher the value. The best achieved value will be the life quality for the individual according to this variable and with independent variables race, education, gender, categorized income, disability and all its possible interactions in a fixed and crossed way, so that each of the different deficiencies are considered in each ANOVA, so that five ANOVAs were adjusted to test not only the main effects, but also their interactions. The criteria used are shown in Table 1 below. Table 1 (parts a and b) shows the variables considered as well as the scores defined for each of its levels.
It can be seen in Table 1 that the score was elaborated in such a way that the lower the possibility of a person becoming a person with a disability, the higher the score assigned to the score.  Urban  2  without any instruction  0  Employee with a  formal contract  5  between 0 and 1mw  1   Rural  1  incomplete elementary level up to  the fourth year or corresponding  1  Military or public  service  6   between 1 and 3mw   2   under 15 years old  2  from fifth year to incomplete  primary level  2   Employed by the  legal regime for civil  servants   4  between 3 and 7 mw   3   among 15 and 65 years  old  1  between complete elementary  school and incomplete high school  3  Employee without a  formal Table 1. Conversion of each variable, level and score considered in the score calculated for each individual in the sample (part b).

Analysis of Variance (ANOVA)
The ANOVA is a statistical methodology for dealing situations with a variable response that depends on one or more qualitative (categorical) variables, that is, one or more factors, and was developed in the 1930s at the Agricultural Experimental Station in Rot Hamstead (England) by RA Fisher .
It consists of obtaining independent estimates of population groups in order to determine whether there is a significant difference (Montgomery, 2013).
In order to characterize and identify which factors affect the response, that is, a life quality index created from the weighting of different variables collected from the data obtained by the 2010 Demographic Census collected by the IBGE For this work, an analysis of variance planning model was considered dependent variable life quality score and as independent variables race, education, gender, categorized income, disability and all its possible interactions in a fixed and cross-over manner. so that each of the different deficiencies is considered in each ANOVA, so that five ANOVAs were adjusted, according to the model proposed in appendix A. Variables  levels  points  Variables  levels  points  Variables  levels  points  Variables  levels  points   coated masonry  8  1  5  Own of a residentalready paid  5  between 0 and 1mw  1   uncoated masonry  7  2  4  Own of a residentstill paying  4  between 1 and 3mw  2  Suitable wood for  construction (trimmed)  6  3  3  rented  2   INCOME MAIN  WORK  between 3 and 7 mw  3   coated rammed earth  5  4  2  Provided by  employer  3  between 7 and 15mw  4  uncoated rammed  earth  4  5  1  otherwise given  away  1  15mw or more  5   reclaimed wood  3  1  2 other condition 0 without disability (SD) 15

Results and Discussion
For this work, we propose creation of the life quality score variable obtained by scoring the different variables linked to the group's disability, education, family, work, housing and possession of other goods; descriptive analysis for the frequency of different levels of education for each of the different disabilities and race; descriptive analysis for the frequency of different levels of income for each of the different disabilities and race; profile chart for each of the different disabilities, education level and race, and finally; ANOVA considering as response life quality score and the following independent variables as the response variable: disability (visual (A1), hearing (A2), physical (A3), intellectual (A4) or multiple (A5)), race (B), education (C), income (D) and sex (E), and finally; multiple comparison tests were performed using the Scheffe, Tukey and Bonferroni criteria (Peres and Saldiva, 1982).
For tables 3 to 7, for education were considered: 1, between no education and incomplete fundamental; 2, between incomplete elementary school and incomplete high school; 3, between complete high school and incomplete higher education, and, finally; 4, higher complete or more and that level 1 is marked in bold red (considered worst situation) and levels 3 and 4 are marked in bold dark blue (considered best situation). Also, the following levels of income in minimum wages were considered: 1, between 0 and 1 minimum wage; 2 , between 1 and 3 minimum wages; 3, between 3 and 7 minimum wages; 4, between 7 and 15, and finally; 5, 15 minimum wages or more, option whose first digit is the level of disability considered and the second is the race, and, for each cell, the frequencies and proportions were calculated.
Note in figures 1 to 5 that the profile of blue is for the white race, yellow is for the yellow race, black for the black race, brown for the brown race and orange for indigenous. Table 3a shows the result of crossing visual disability with the levels: 1 -can't do it at all, 2 -can do it with great difficulty, 3 -with a little difficulty and 4 has no problem and race with the levels: 1white, 2 black, 3yellow, 4brown and 5indigenous.
From Table 3, for item a) it can be seen that the group with the highest proportion of people with a complete high school or more is the group formed by without vision disabled people and yellow race with 30.2%, followed by the group formed by people without vision disability and white race with 30.1%. Meanwhile, the worst situation was that of the group formed by disabled visual people and indigenous race with a proportion of people with high school level or more reaching only 6.8%. On the other hand, among the groups marked in red, the worst situation is that of the total visual disability indigenous group (option 51) with 87.6% of people who failed to complete elementary school and the best situation is the of the group formed by blacks and without visual disability (option 24) with 54.6%.
The indigenous race has the highest proportion of people who have not completed elementary school, while the white and yellow races have the smallest, regardless of the degree of severity of visual disability they present. Table 2 shows the summary of calculations for the formation of the ANOVA Table and shows how to calculate Sum of Squares (SQ), degrees of freedom (gl), MQ (Mean Square (MQ) and the significance level (F0) for all main effects, interactions, residuals and total.
90 Brazilian Journal of Biometrics Table 2. Resume ANOVA Table 3. Descriptive analysis a) Educational by visual disability and race.
In general, people with severe visual disability have higher proportions of people with an education level up to incomplete elementary school, and lower proportions at other levels. Table 3b shows the crossover between levels of visual disability and race by income level.   Table 3b it can be seen that the proportion increases with the increase in the income level for the white race, and for visual disability and yellow race, on the other hand; the proportion decreases as the income level increases for the black, brown and indigenous races; According to IBGE, visual disability is present in 18.6% of the population, and finally; in terms of proportion, the income for severe visual disability is lower than complete visual disability. Figure 1 shows the evolution of the proportion of people who had completed high school education or more for each of the different races for the different levels of visual disability; note that the blue profile is for the white race, yellow for the yellow race, black for the black race, brown and indigenous orange, and finally; VD1 visual complete disability; VD2, visual severe disability; VD3, mild visual disability, and finally; VD4 without visual disability. Studying Figure 1, it is possible to verify that for the white, yellow, brown and black races show greater difficulty in reaching high school or more, for level VD2 and it is believed that this result is due to greater difficulties in satisfying the needs of the people who make up this group, as they present a visual residue requiring devices such as magnifying glasses, tele loupes and similar high-cost and often imported, more specialized monitoring by more specialized professionals and lack of greater incentives for different governments at the federal, state and municipal level.
The only group that did not show this type of behavior was the indigenous, but with lower performance compared to all other races and I believe that this may be due to the fact that indigenous groups tend to live more isolated in more isolated villages. far from large centers with more precarious infrastructure in terms of roads and housing, assistance in terms of poor health, language and customs barriers and fewer people.
For the groups of white and indigenous races, it shows a decrease in the proportion of people who reached the education level from VD4 to VD3, while for blacks, whites and browns they show growth, which is more accentuated for blacks. Table 4a shows the result of crossing between hearing disability with the levels: 1can't do it at all, 2 can't do it with great difficulty, 3with a little difficulty and 4 doesn't present any problem and race with the levels: 1white, 2black, 3yellow, 4brown and 5indigenous. Table 4. Descriptive analysis a) by education, hearing loss l and race level On the other hand, in Table 4a), it can be seen that the best situation for high school education or more (marked in blue) was for the group formed by without disabled hearing and yellow race with 29.8% followed de without disabled hearing and white race with 29.7%. While, the worst situation was the group formed by complete disabled hearing and 4.6% indigenous race, followed by severe disabled hearing and indigenous race with 4.7% with full high school education level or more. On the other hand, among the groups marked in red, the worst situation is the indigenous group with complete disabled hearing (option 51) with 90.8% of people who failed to complete elementary school and the best situation is the of the group formed by blacks and without hearing disability (option 24) with 55.4%.
On the other hand, for the indigenous race, there is a greater proportion of people who failed to complete elementary school, while the smallest proportions were presented by whites and yellows, regardless of the level of severity in terms of hearing loss.
On the other hand, Table 4b shows the intersection between the different levels of hearing loss and race by income level.  Figure 2 shows the evolution of the proportion of people who had completed high school education or more for each of the different races for different levels of hearing loss; note that the blue profile is for the white race, yellow for the yellow race, black for the black race, brown, indigenous dark orange, and finally; HD1 complete disability hearing; HD2, severe disability hearing, but with great difficulty; HD3, mid disability hearing, and finally; HD4 without disability hearing.  Figure 2 shows the profile of the white race very close to the yellow race, followed by the brown race very close to the black race, and, finally, in a worse situation the indigenous race, which shows, for all different levels of hearing disability, a smaller proportion of people who complete high school level or more.
By making a comparison between the different levels of hearing disability, it was possible to verify that for the white, yellow, black and brown races, the worst situation in terms of being able to complete high school or more was for the HD2 level, severe disability hearing, this may be due to difficulties in prevention policies and monitoring of these cases in the health and social areas.
The only exception to this statement was for the indigenous race, in which the proportion of people who completed high school or more increases with the decrease in the of hearing loss, but it is believed that this is due to more serious infrastructural problems when compared to other breeds that mask these results. Table 5a shows the result of crossing between physical disability with the levels: 1complete physical disability, 2severe physical disability, 3mild physical disability and 4 without physical disability and race with the levels: 1white, 2black, 3yellow, 4brown and 5indigenous. Table 5. Descriptive analysis a) By education, physical disability and race level For Table 5a, it was possible to verify that for complete high school or more (marked in blue) the best situation was the group of people without physical disability and yellow race with 30.4% of people with high school level or more followed by the group of people without physical disability and white race with 30.2%. While the worst situation is the group made up of people complete physical disability all and the black race  with 5.4%, followed by the group of people with severe physical disability and the indigenous race with 5.5% and the group of complete physical disability people and indigenous race with 5.7% of people who obtained high school level or more. On the other hand, among the groups marked in red, the worst situation is that of the indigenous group with complete physical disability (option 51) with 89.8% of people who failed to complete elementary school and the best situation is that of the group formed by blacks and who can walk normally (option 24) with 54.7%. It is also noted that the indigenous race has the highest proportion of people who failed to complete elementary school, while the white and yellow races have the smallest, regardless of the degree of severity of physical disability presented. Table 5b shows the crossing between the levels of the physical disability and race variables by income level. Table 5. Descriptive analysis b) by income, physical disability and race From Table 5b it was verified that the income level increases proportionally for the white race and decreases in proportional terms for the black, brown and indigenous races, except for total physical disability, and finally; According to the IBGE Demographic Census, 7.1% of the population has physical disabilities. Figure 3 shows the evolution of the proportion of people who had completed high school or more for each of the different races for the different levels of physical disability; note that the blue profile is for the white race, yellow for the yellow race, black for the black race, brown and indigenous dark orange, and finally; PD1 complete physical disability; PD2, several physical disabilities; PD3, mild physical disability, and finally; PD4 without physical disability. Figure 3 shows the profiles for the white and yellow races in better conditions, and much below are the profiles for the black and brown race, closely followed by the indigenous and in such a way that the better the situation in terms of physical disability, the indigenous race. distance from the brown and black races with regard to the proportion of high school level or more, from the PD2 level with a less accentuated improvement even with less seriousness in terms of physical disability.  For white and yellow breeds there is a greater decrease of PD1 to PD2 compared to other breeds. Table 6a shows the result of crossing between intellectual disability with levels: 1intellectual disability and 2without intellectual disability and race with levels: 1white, 2black, 3yellow, 4brown and 5indigenous. Table 6. Descriptive analysis a) by educational, intellectual disability and race level Table 6a shows that for people who completed high school or more (marked in blue) the best situation was for the groups formed by without intellectual disability and white race, and without intellectual disability and yellow race, with 29.3% of people with completed high school or more. While the worst situation was obtained by the group of without intellectual disabled people and brown race with 4.7%, followed by people with intellectual disabilities and black race with 4.8%, and, finally, followed by intellectual disabled people and indigenous race with 5% of the people obtaining as a level of education completed high school or more.
On the other hand, among the groups marked in red, the worst situation is that of the indigenous group of people with intellectual disabilities (option 51) with 89.7% of people who failed to complete elementary school and the best situation is that of the group formed by whites and without intellectual disabilities (option 24) with 56.0%.
The indigenous race has the highest proportion of people with incomplete elementary school, while the white and yellow races have the lowest, regardless of whether they have an intellectual disability or not. Table 6b shows a descriptive analysis for the variable's intellectual disability, income and race by life quality index and their respective means is noted.
Continuing, Table 6b shows the crossing between levels of the intellectual disability variable with levels of race by income level.  Table 6. Descriptive analysis b) by income, intellectual disability and race level Studying Table 6b it is observed that the level of income increases with increasing proportions of whites and yellows, and decreases with increasing proportions of blacks, browns and indigenous people, and finally. According to the IBGE Census. 1.4% of the population are people with intellectual disabilities. Figure 4 shows the evolution of the proportion of people who had completed high school or more for each of the different races for the different levels of intellectual disability; and finally; ID1 means has an intellectual disability and ID2 without an intellectual disability.
Examining Figure 4, it was observed that the profiles of the white and yellow races are similar and are the ones with the best proportions of people who reached high school or more.  Table 7a shows the result of crossing between disabilities with levels: 0 -without disability, 1 -one, 2 -two 3 -three and 4 four disabilities and race with levels: 1 -white, 2 -black, 3 -yellow, 4 -brown and 5indigenous. Finally, Table 7a verifies for the groups of people who completed high school or more (marked in red) that the best situation was for without disabled people and yellow race, with 31.1% of them obtaining completed high school or more followed by people without disabilities and white race with 31.0%. While the worst situation is the one presented by the group formed by people with the four disabilities and black race, with only 2.9% of people having completed high school education or more. On the other hand, among the groups marked in red, the worst situation is that of the black group who present the four studied disabilities (option 51) with 92.9% of people who failed to complete elementary school and the best situation is that of the group formed by whites and without disability (option 11) with 53.8%.
Note that, for the maximum of two disabilities, the indigenous race had the highest proportion of people who did not complete elementary school, while the white and yellow races had the lowest.
For groups of people with three or four disabilities, the black, brown and indigenous races, in proportional terms, are approximately equivalent at a level with higher proportions of people who failed to complete elementary school, while for the white and yellow races feature the smallest. Table 7b shows the crossing between the variables number of disabilities and race by income level and note that for each cell of race level and number of disabilities it presents the distribution of people for each of the different income levels. values marked in red are those with lower income which is level 1, while values in blue are levels 4 and 5 with higher income levels. Table 7. Descriptive analysis b) by income, multiple disability and race level From Table 7b) it was possible to verify that the higher the income level, the greater the proportion of whites and yellows, and; smaller is the proportion of blacks, browns and indigenous peoples; the black, brown and indigenous races covered by affirmative action as the quota law, constitute about 52% of the population; in terms of quantity, the largest is the brown race represents 47%, while the smallest is the indigenous with 0.5%; disabled people represent 76.1%; with a 17.2% deficiency; with two deficiencies 5.0%; three deficiencies, 1.5%, and finally; with the four deficiencies 0.1%. And finally; the most present disability in the population is visual with 18.6%; followed by physics with 7.1%; hearing with 5.2%, and finally; intellectual with 1.4%. Figure 5 shows the evolution of the proportion of people who had completed high school education or more for each of the different races for the different amounts of disability; note that the blue profile is for the white race, yellow for the yellow race, black for the black race, brown and indigenous dark orange, and finally; DN0 means no disability; DN1, has a disability; DN2, has two shortcomings; DN3, has three deficiencies, and finally; DN4, presents the four deficiencies studied.  From Figure 10, it is observed that the profiles of the yellow and white races very close and in better positions, followed by the profiles of the black and brown races also close, but in lower positions than the positions of the white and yellow races, and, by finally; in the worst position, there is the profile of the indigenous race, which only approximates the profiles of the black and brown races at levels DN3 and DN4.
In general, the greater the number of disabilities, the lower the proportion of people who have completed high school education or more, and the only exception to this rule is found in the indigenous race, where this proportion increases when the number of disabilities increases from zero to one. Tables 8 to 12 show the results of the ANOVA tests considering in all cases the life quality of life score as a dependent variable or response and the factors race (B), education level (C), income (D) and gender (E) as independent variables, also adding as a factor visual disability (A1 -Table 8), hearing disability (A2 -Table 9), physical disability (A3 -Table 10), intellectual disability (A4 -Table 11) and multiple disability ( A5 -Table 12) and the significance level values highlighted in bold red were the cases in which the test was considered significant in the situation in question and the tests were performed for all main effects, all possible interactions, it is about a procedure used to also assess the confounding between disabled people and quota races and multiple comparison tests between the main effects.
From tables 8 to 12 it is observed that the effects and significance levels that are in red (sig < 0.05) were considered significant and because the higher order interaction effects were considered significant, all other effects were considered significant, continued to be included in the model. It is also noted that, in terms of effects considered significant (marked in red), it was possible to verify that in Table 8, 23 effects were found; in Table 9, 25 effects; Table 10, 28 effects; Table 11, 23; and finally; Table 12, 4 effects out of a total of 31 effects tested for each case, it is also noted that in all these analyzes of variance, the main and higher order effects were considered significant, which justifies the non-exclusion in each model, of the effects considered to be non-significant.
Finally, it is noted that after applying the ANOVA technique, the quality score proposed for this model has good sensitivity for detecting a large number of effects and also, for all the main effects of race, education, income, sex and disability: visual (Table 8), hearing (Table 9), physical (Table 10), intellectual (Table 11) and multiple (Table 12) with the exception of of main effect of sex in tables 9 and 11, for all main effects the ANOVA assumptions as independent samples; Homogeneity of variances between groups are homoscedastic and the residuals are normally distributed.

Conclusions
The worst situation with regard to not completing elementary school was for the indigenous race, followed by the black and brown races, with a better situation for the white and yellow races. Conclusion confirmed by tables 3 to 7 and profile charts 1 to 5; for cases of visual, hearing and physical disability; it was noted that the group formed by "can do it, but with great difficulty" has greater difficulty in obtaining a better level of education than the group formed by "can't do it at all" even considering that the former has a much higher amount of that the second; income level worsens with the level of education, greater severity of disability, with greater aggravating factors for indigenous, black and brown races, and, finally; the greater the number of disabilities, the greater the difficulties in obtaining a better level of education regardless of which race you belong to.
For future work, there is a need to assess in more detail the situations of confusion, contrasts and repetition of this analysis by: region, state and municipality.
Improve the quality of existing statistics, with regard to the collection and availability of data on people with disabilities that are able to respond to other research objectives and improve the accuracy of the results.
Elimination of the different types of barriers that prevent disabled people from being better included in society and enabling them to better enjoy all their rights.
Improvements in the infrastructure of indigenous villages, enabling this race to improve health care, education and employment conditions for its population.
Advance further in studies on life quality.