Approximately 80% of world trade at present uses the seaways, with around 110,000 merchant vessels and 1.25 million marine farers transported and almost 6 billion tons of goods transferred every year. Marine piracy stands as a serious challenge to sea trade. Understanding how the pirate attacks occur is crucial in effectively countering marine piracy. Predictive modeling using the combination of textual data with numeric data provides an effective methodology to derive insights from both structured and unstructured data. 2,266 text descriptions about pirate incidents that occurred over the past seven years, from 2008 to the second quarter of 2014, were collected from the International Maritime Bureau (IMB) website. Analysis of the textual data using SAS^® Enterprise Miner™ 12.3, with the help of concept links, answered questions on certain aspects of pirate activities, such as the following: 1. What are the arms used by pirates for attacks? 2. How do pirates steal the ships? 3. How do pirates escape after the attacks? 4. What are the reasons for occasional unsuccessful attacks? Topics are extracted from the text descriptions using a text topic node, and the varying trends of these topics are analyzed with respect to time. Using the cluster node, attack descriptions are classified into different categories based on attack style and pirate behavior described by a set of terms. A target variable called Attack Type is derived from the clusters and is combined with other structured input variables such as Ship Type, Status, Region, Part of Day, and Part of Year. A Predictive model is built with Attact Type as the target variable and other structured data variables as input predictors. The Predictive model is used to predict the possible type of attack given the details of the ship and its travel. Thus, the results of this paper could be very helpful for the shipping industry to become more aware of possible attack types for different vessel types when traversing different routes , and to devise counter-strategies in reducing the effects of piracy on crews, vessels, and cargo.

Data analysis begins with cleaning up data, calculating descriptive statistics, and examining variable distributions. Before more rigorous statistical analysis begins, many statisticians perform basic inferential statistical tests such as chi-square and t tests to assess unadjusted associations. These tests help guide the direction of the more rigorous statistical analysis. How to perform chi-square and t tests is presented. We explain how to interpret the output and where to look for the association or difference based on the hypothesis being tested. We propose the next steps for further analysis using example data.

In Bayesian statistics, Markov chain Monte Carlo (MCMC) algorithms are an essential tool for sampling from probability distributions. PROC MCMC is useful for these algorithms. However, it is often desirable to code an algorithm from scratch. This is especially present in academia where students are expected to be able to understand and code an MCMC. The ability of SAS^® to accomplish this is relatively unknown yet quite straightforward. We use SAS/IML^® to demonstrate methods for coding an MCMC algorithm with examples of a Gibbs sampler and Metropolis-Hastings random walk.

Graduate students often need to explore data and summarize multiple statistical models into tables for a dissertation. The challenges of data summarization include coding multiple, similar statistical models, and summarizing these models into meaningful tables for review. The default method is to type (or copy and paste) results into tables. This often takes longer than creating and running the analyses. Students might spend hours creating tables, only to have to start over when a change or correction in the underlying data requires the analyses to be updated. This paper gives graduate students the tools to efficiently summarize the results of statistical models in tables. These tools include a macro-based SAS/STAT^® analysis and ODS OUTPUT statement to summarize statistics into meaningful tables. Specifically, we summarize PROC GLM and PROC LOGISTIC output. We convert an analysis of hospital-acquired delirium from hundreds of pages of output into three formatted Microsoft Excel files. This paper is appropriate for users familiar with basic macro language.

There is a widely forecast skills gap developing between the numbers of Big Data Analytics (BDA) graduates and the predicted jobs market. Many universities are developing innovative programs to increase the numbers of BDA graduates and postgraduates. The University of Derby has recently developed two new programs that aim to be unique and offer the applicants highly attractive and career-enhancing programs of study. One program is an undergraduate Joint Honours program that pairs analytics with a range of alternative subject areas; the other is a Master's program that has specific emphasis on governance and ethics. A critical aspect of both programs is the synthesis of a Personal Development Planning Framework that enables the students to evaluate their current status, identifies the steps needed to develop toward their career goals, and that provides a means of recording their achievements with evidence that can then be used in job applications. In the UK, we have two sources of skills frameworks that can be synthesized to provide a self-assessment matrix for the students to use as their Personal Development Planning (PDP) toolkit. These are the Skills Framework for the Information Age (SFIA-Plus) framework developed by the SFIA Foundation, and the Student Employability Profiles developed by the Higher Education Academy. A new set of National Occupational Skills (NOS) frameworks (Data Science, Data Management, and Data Analysis) have recently been released by the organization e-Skills UK for consultation. SAS^® UK has had significant input to this new set of NOSs. This paper demonstrates how curricula have been developed to meet the Big Data Analytics skills shortfall by using these frameworks and how these frameworks can be used to guide students in their reflective development of their career plans.

Today, employers and universities alike must choose the most talented individuals from a large pool. However, it is difficult to determine whether a student's A+ in English means that he or she can write as proficiently as another student who writes as a hobby. As a result, there are now dozens of ways to compare individuals to one or another spectrum. For example, the ACT and SAT enable universities to view a student's performance on a test given to all applicants in order to help determine whether they will be successful. High schools use students' GPAs in order to compare them to one another for academic opportunities. The WorkKeys Exam enables employers to rate prospective employees on their abilities to perform day-to-day business activities. Rarely do standardized tests and in-class performance get compared to each other. We used SAS^® to analyze the GPAs and WorkKeys Exam results of 285 seniors who attend the Phillip O Berry Academy. The purpose was to compare class standing to what a student can prove he knows in a standardized environment. Emphasis is on the use of PROC SQL in SAS^® 9.3 rather than DATA step processing.

Read the paper (PDF). | Download the data file (ZIP).

For the Research Data Centers (RDCs) of the United States Census Bureau, the demand for disk space substantially increases with each passing year. Efficiently using the SAS^® data view might successfully address the concern about disk space challenges within the RDCs. This paper discusses the usage and benefits of the SAS data view to save disk space and reduce the time and effort required to manage large data sets. The ability and efficiency of the SAS data view to process regular ASCII, compressed ASCII, and other commonly used file formats are analyzed and evaluated in detail. The authors discuss ways in which using SAS data views is more efficient than the traditional methods in processing and deploying the large census and survey data in the RDCs.

During grad school, students learn SAS^® in class or on their own for a research project. Time is limited, so faculty have to focus on what they know are the fundamental skills that students need to successfully complete their coursework. However, real-world research projects are often multifaceted and require a variety of SAS skills. When students transition from grad school to a paying job, they might find that in order to be successful, they need more than the basic SAS skills that they learned in class. This paper highlights 10 insights that I've had over the past year during my transition from grad school to a paying SAS research job. I hope this paper will help other students make a successful transition. Top 10 insights: 1. You still get graded, but there is no syllabus. 2. There isn't time for perfection. 3. Learn to use your resources. 4. There is more than one solution to every problem. 5. Asking for help is not a weakness. 6. Working with a team is required. 7. There is more than one type of SAS^®. 8. The skills you learned in school are just the basics. 9. Data is complicated and often frustrating. 10. You will continue to learn both personally and professionally.

This presentation provides a brief introduction to logistic regression analysis in SAS. Learn differences between Linear Regression and Logistic Regression, including ordinary least squares versus maximum likelihood estimation. Learn to: understand LOGISTIC procedure syntax, use continuous and categorical predictors, and interpret output from ODS Graphics.

For decades, mixed models been used by researchers to account for random sources of variation in regression-type models. Now they are gaining favor in business statistics to give better predictions for naturally occurring groups of data, such as sales reps, store locations, or regions. Learn about how predictions based on a mixed model differ from predictions in ordinary regression, and see examples of mixed models with business data.

Text data constitutes more than half of the unstructured data held in organizations. Buried within the narrative of customer inquiries, the pages of research reports, and the notes in servicing transactions are the details that describe concerns, ideas and opportunities. The historical manual effort needed to develop a training corpus is now no longer required, making it simpler to gain insight buried in unstructured text. With the ease of machine learning refined with the specificity of linguistic rules, SAS Contextual Analysis helps analysts identify and evaluate the meaning of the electronic written word. From a single, point-and-click GUI interface the process of developing text models is guided and visually intuitive. This presentation will walk through the text model development process with SAS Contextual Analysis. The results are in SAS format, ready for text-based insights to be used in any other SAS application.

SAS/ETS provides many tools to improve the productivity of the analyst who works with time series data. This tutorial will take an analyst through the process of turning transaction-level data into a time series. The session will then cover some basic forecasting techniques that use past fluctuations to predict future events. We will then extend this modeling technique to include explanatory factors in the prediction equation.

Graduate students encounter many challenges when conducting health services research using real world data obtained from electronic health records (EHRs). These challenges include cleaning and sorting data, summarizing and identifying present-on-admission diagnosis codes, identifying appropriate metrics for risk-adjustment, and determining the effectiveness and cost effectiveness of treatments. In addition, outcome variables commonly used in health service research are not normally distributed. This necessitates the use of nonparametric methods in statistical analyses. This paper provides graduate students with the basic tools for the conduct of health services research with EHR data. We will examine SAS^® tools and step-by-step approaches used in an analysis of the effectiveness and cost-effectiveness of the ABCDE (Awakening and Breathing Coordination, Delirium monitoring/management, and Early exercise/mobility) bundle in improving outcomes for intensive care unit (ICU) patients. These tools include the following: (1) ARRAYS; (2) lookup tables; (3) LAG functions; (4) PROC TABULATE; (5) recycled predictions; and (6) bootstrapping. We will discuss challenges and lessons learned in working with data obtained from the EHR. This content is appropriate for beginning SAS users.

Over the years, very few published studies have discussed ways to improve the performance of two-stage predictive models. This study, based on 10 years (1999-2008) of data from 130 US hospitals and integrated delivery networks, is an attempt to demonstrate how we can leverage the Association node in SAS^® Enterprise Miner™ to improve the classification accuracy of the two-stage model. We prepared the data with imputation operations and data cleaning procedures. Variable selection methods and domain knowledge were used to choose 43 key variables for the analysis. The prominent association rules revealed interesting relationships between prescribed medications and patient readmission/no-readmission. The rules with lift values greater than 1.6 were used to create dummy variables for use in the subsequent predictive modeling. Next, we used two-stage sequential modeling, where the first stage predicted if the diabetic patient was readmitted and the second stage predicted whether the readmission happened within 30 days. The backward logistic regression model outperformed competing models for the first stage. After including dummy variables from an association analysis, many fit indices improved, such as the validation ASE to 0.228 from 0.238, cumulative lift to 1.56 from 1.40. Likewise, the performance of the second stage was improved after including dummy variables from an association analysis. Fit indices such as the misclassification rate improved to 0.240 from 0.243 and the final prediction error to 0.17 from 0.18.

There are many pedagogic theories and practices that academics research and follow as they strive to ensure excellence in their students' achievements. In order to validate the impact of different approaches, there is a need to apply analytical techniques to evaluate the changing levels of achievements that occur as a result of changes in applied pedagogy. The analytics used should be easily accessible to all academics with minimal overhead in terms of the collection of new data. This paper is based on a case study of the changing pedagogical approaches of the author over the past five years, using grade profiles from a wide range of modules taught by the author in both the School of Computing and Maths and the Business School at the University of Derby. Base SAS^® and SAS^® Studio were used to evaluate and demonstrate the impact of the change from a pedagogical position of Academic as Domain Expert to a pedagogical position of Academic as Learning-to-Learn Expert . This change resulted in greater levels of research that supported learning along with better writing skills. The application of Learning Analytics in this case study demonstrates a very significant improvement in grade profiles of all students of between 15% and 20%. More surprisingly, it demonstrates that it also eliminates a significant grade deficit in the black and minority ethnic student population, which is typically about 15% in a large number of UK universities.

A common complaint of employers is that educational institutions do not prepare students for the types of messy data and multi-faceted requirements that occur on the job. No organization has data that resembles the perfectly scrubbed data sets in the back of a statistics textbook. The objective of the Annual Report Project is to quickly bring new SAS^® users to a level of competence where they can use real data to meet real business requirements. Many organizations need annual reports for stockholders, funding agencies, or donors. Or, they need annual reports at the department or division level for an internal audience. Being tapped as part of the team creating an annual report used to mean weeks of tedium, poring over columns of numbers in 8-point font in (shudder) Excel spreadsheets, but no more. No longer painful, using a few SAS procedures and functions, reporting can be easy and, dare I say, fun. All analyses are done using SAS^® Studio (formerly SAS^® Web Editor) of SAS OnDemand for Academics. This paper uses an example with actual data for a report prepared to comply with federal grant funding requirements as proof that, yes, it really is that simple.

Read the paper (PDF). | Watch the recording.

Join us for lunch as we discuss the benefits of being part of the elite group that is SAS Certified Professionals. The SAS Global Certification program has awarded more than 79,000 credentials to SAS users across the globe. Come listen to Terry Barham, Global Certification Manager, give an overview of the SAS Certification program, explain the benefits of becoming SAS certified and discuss exam preparation tips. This session will also include a Q&A section where you can get answers to your SAS Certification questions.

In today's competitive job market, both recent graduates and experienced professionals are looking for ways to set themselves apart from the crowd. SAS^® certification is one way to do that. SAS Institute Inc. offers a range of exams to validate your knowledge level. In writing this paper, we have drawn upon our personal experiences, remarks shared by new and longtime SAS users, and conversations with experts at SAS. We discuss what certification is and why you might want to pursue it. Then we share practical tips you can use to prepare for an exam and do your best on exam day.

This workshop provides hands-on experience using SAS^® Enterprise Miner. Workshop participants will learn to: open a project, create and explore a data source, build and compare models, and produce and examine score code that can be used for deployment.

This workshop provides hands-on experience using SAS^® Forecast Server. Workshop participants will learn to: create a project with a hierarchy, generate multiple forecast automatically, evaluate the forecasts accuracy, and build a custom model.

This workshop provides hands-on experience with SAS^® Data Loader for Hadoop. Workshop participants will configure SAS Data Loader for Hadoop and use various directives inside SAS Data Loader for Hadoop to interact with data in the Hadoop cluster.

This workshop provides hands-on experience with SAS^® Visual Analytics. Workshop participants will explore data with SAS^® Visual Analytics Explorer and design reports with SAS^® Visual Analytics Designer.

This workshop provides hands-on experience with SAS^® Visual Statistics. Workshop participants will learn to: move between the Visual Analytics Explorer interface and Visual Statistics, fit automatic statistical models, create exploratory statistical analysis, compare models using a variety of metrics, and create score code.

This workshop provides hands-on experience performing statistical analysis with SAS University Edition and SAS Studio. Workshop participants will learn to: install and setup, perform basic statistical analyses using tasks, connect folders to SAS Studio for data access and results storage, invoke code snippets to import CSV data into SAS, and create a code snippet.

This workshop provides hands-on experience using SAS^® Text Miner. Workshop participants will learn to: read a collection of text documents and convert them for use by SAS Text Miner using the Text Import node, use the simple query language supported by the Text Filter node to extract information from a collection of documents, use the Text Topic node to identify the dominant themes and concepts in a collection of documents, and use the Text Rule Builder node to classify documents having pre-assigned categories.

Random Forest (RF) is a trademarked term for an ensemble approach to decision trees. RF was introduced by Leo Breiman in 2001.Due to our familiarity with decision trees--one of the intuitive, easily interpretable models that divides the feature space with recursive partitioning and uses sets of binary rules to classify the target--we also know some of its limitations such as over-fitting and high variance. RF uses decision trees, but takes a different approach. Instead of growing one deep tree, it aggregates the output of many shallow trees and makes a strong classifier model. RF significantly improves the accuracy of classification by growing an ensemble of trees and allowing for the selection of the most popular one. Unlike decision trees, RF has a robustness against over-fitting and high variance, since it randomly selects a subset of variables in each split node. This paper demonstrates this simple yet powerful classification algorithm by building an income-level prediction system. Data extracted from the 1994 Census Bureau database was used for this study. The data set comprises information about 14 key attributes for 45,222 individuals. Using SAS^® Enterprise Miner™ 13.1, models such as random forest, decision tree, probability decision tree, gradient boosting, and logistic regression were built to classify the income level( >50K or <50k) of the population. The results showed that the random forest model was the best model for this data, based on the misclassification rate criteria. The RF model predicts the income-level group of the individuals with an accuracy of 85.1%, with the predictors capturing specific characteristic patterns. This demonstration using SAS^® can lead to useful insights into RF for solving classification problems.

Becoming one of the best memorizers in the world doesn't happen overnight. With hard work, dedication, a bit of obsession, and with the assistance of some clever analytics metrics, Nelson Dellis was able to climb himself up to the top of the memory rankings in under a year to become the now 3x USA Memory Champion. In this talk, he explains what it takes to become the best at memory, what is involved in such grueling memory competitions, and how analytics helped him get there.