Spurious correlation #5,562 · View random
A linear line chart with years as the X-axis and two variables on the Y-axis. The first variable is Popularity of the 'aint nobody got time for that' meme and the second variable is The number of university physics teachers in West Virginia. The chart goes from 2006 to 2022, and the two variables track closely in value over that time.

A linear line chart with years as the X-axis and two variables on the Y-axis. The first variable is Popularity of the 'aint nobody got time for that' meme and the second variable is The number of university physics teachers in West Virginia. The chart goes from 2006 to 2022, and the two variables track closely in value over that time.

Download png, svg

AI explanation

It sparked a sudden interest in the space-time continuum among West Virginians, leading to a higher demand for physics knowledge in the state. This meme's infectious nature somehow created a black hole of physics fascination, pulling in more individuals to pursue careers in teaching the subject. The 'ain't nobody got time for that' mindset ironically made time for mastering physics, causing a quantum shift in the employment of university physics teachers in West Virginia.

^{Show image generation prompt} Create a meme inspired by the aint nobody got time for that meme that in some way references The number of university physics teachers in West Virginia. Try to emulate the style of the meme - don’t violate the copyright, just make it look and feel like the original meme.
^{Show prompt for explanation} Model: gpt-3.5-turbo-1106 (fine-tuned)
System prompt: You provide humorous responses in the form of plausible sounding explanations for correlations. You assume the correlation is causative for the purpose of the explanation even if it is ridiculous. You do not chat with the user, you only reply with the causal connection explanation and nothing else.
User prompt: Please make up a funny explanation for how increases in Popularity of the 'aint nobody got time for that' meme positively influenced The number of university physics teachers in West Virginia.

AI academic paper

(Because p < 0.01)

Ain't Nobody Got Time for That: The Correlation Between the Popularity of a Meme and the Number of Physics Teachers in West Virginia Universities

The Journal of Internet Memetics and Unconventional Research

Jan 2024

Reminder: This paper is AI-generated. Not real!

^{Show prompt used to generate this paper} Quick note: This sequence is long and repetitive. That's how the prompt engineering works for this one. I manage the output in Python to format it into this PDF.

Model: gpt-3.5-turbo-1106
System prompt: You are a goofy academic researcher writing an academic paper. You follow the rules, but you throw out convention regularly to make jokes and funny asides.You draft a literature review section of an academic research paper, that starts out dry for the first few sentences but then becomes hilarious and goofy.
User prompt:
Pretend you are an academic researcher. Your writing sounds like it belongs in a medical or economics journal. However, you frequently crack jokes, make puns, or add unexpected twists in your writing.

Please make up a literature review section of an academic research paper presenting the findings of the connection between Popularity of the 'aint nobody got time for that' meme and The number of university physics teachers in West Virginia. Make it seem dry like academic research paper, but with lots of subtle hidden offhand remarks, jokes, goofy observations, and puns.

Speak in the present tense for this section (the authors find...), as is common in academic research paper literature reviews. Name the sources in a format similar to this: In "Book," the authors find lorem and ipsum.

Make up the lorem and ipsum part, but make it sound related to the topic at hand.

Start by naming serious-sounding studies by authors like Smith, Doe, and Jones - but then quickly devolve. Name some real non-fiction books that would be related to the topic. Then name some real fiction books that sound like they could be related. Then devolve ever further, and mention something completely ridiculous, like you conducted literature review by reading the backs of shampoo bottles.

Here is the title and abstract of the paper:
[[TITLE]]
Ain't Nobody Got Time for That: The Correlation Between the Popularity of a Meme and the Number of Physics Teachers in West Virginia Universities

[[ABSTRACT]]
This paper investigates the possible connection between the prevalence of the "ain't nobody got time for that" meme and the employment of university physics teachers in the state of West Virginia. Utilizing data from Google Trends and the Bureau of Labor Statistics spanning from 2006 to 2022, our research team has observed a significant correlation coefficient of 0.8353062 with p < 0.01. While our findings point to a surprising potential association, it is crucial to approach the interpretation with scientific caution and a healthy dose of humor. We discuss the implications of our results within the context of meme culture and the academic workforce, while acknowledging the light-hearted nature of our inquiry.

-------

And here is the introduction section that led to this literature review:
[[INTRODUCTION]]
Memes have become an integral part of modern internet culture, with their ability to quickly spread across social media platforms and infiltrate everyday conversations. One such meme that captured the attention of the digital populace is the "ain't nobody got time for that" meme. Originating from a news interview featuring Sweet Brown, this catchphrase has permeated various facets of online discourse, serving as a humorous response to life's absurdities and time constraints. Our research endeavors to investigate the unforeseen connection between the popularity of this meme and the employment of physics teachers in West Virginia's esteemed educational institutions.
In the realm of physics, the laws of motion and thermodynamics govern the behavior of objects and energy, but the unpredictable nature of meme virality presents a unique challenge for researchers. Nevertheless, we bravely embarked on this whimsical journey to unravel the enigmatic relationship between internet phenomena and the number of university physics educators in the mountain state, which, unsurprisingly, has its fair share of intriguing forces at play.
The state of West Virginia, renowned for its breathtaking landscapes and Appalachian culture, provides a captivating backdrop for this scholarly pursuit. In contrast, the study of physics delves into the fundamental forces governing the universe, often leaving individuals perplexed with its intricacies and the occasional dilemma of "ain't nobody got time for that" approach to complex concepts. As we set out to elucidate the correlation between these two seemingly unrelated entities, our research takes on a lighthearted and daringly creative approach, laced with the spirit of curiosity and a touch of whimsy – or should we say, "hilarity in high-velocity collisions."
Our investigation harnesses the vast potential of Google Trends to ascertain the trajectory of meme popularity over time, examining fluctuations and outbreaks of "ain't nobody got time for that" across the digital landscape. Concurrently, we draw upon the remarkable resources of the Bureau of Labor Statistics to meticulously track the fluctuations in the employment of physics instructors in West Virginia's hallowed academic institutions, acknowledging the intricate dance between societal humor and scholarly pursuits.
The intertwining threads of humor and scholarly rigor are indeed a sight to behold, akin to the entangled quantum particles defying the laws of classical physics – a delightful fusion of levity and empirical inquiry. Embracing the ethos of empirical investigation with a whimsical twist, our study sheds light on the unexpected marriage of internet culture and academic workforce dynamics, blurring the lines between mainstream hilarity and scholarly whimsy. As we venture into this uncharted territory, we invite the reader to join us in this scientific exploration, filled with statistical analysis and perhaps a sprinkle of meme-induced mirth.
In the subsequent sections, we proceed to unravel the intricacies of our methodology, statistical analyses, and the whimsical implications of our findings, as we navigate the bustling intersection of "ain't nobody got time for that" and the academic wave function's collapse. Indeed, the universe may be governed by immutable physical laws, but the ebb and flow of internet memes continue to surprise us – and in this case, to teach us that "ain't nobody got time for an absence of humor in research."

-------

Your response should start like this:

[[LITERATURE REVIEW]]

ChatGPT:
[[LITERATURE REVIEW]]

In "Smith et al.," the authors find that the proliferation of internet memes can have a profound impact on societal discourse and cultural expression. This study presents a comprehensive analysis of the dissemination and evolution of popular catchphrases within online communities, shedding light on the intricate dynamics of digital communication and the assimilation of humor into everyday interactions.

Similarly, "Doe and Jones" delve into the nuanced relationship between digital culture and linguistic phenomena, highlighting the transformative potential of memes in shaping colloquial language and facilitating the propagation of shared comedic experiences. Their exploration of meme virality and linguistic adaptation offers valuable insights into the manner in which internet culture permeates linguistic landscapes, eliciting both laughter and contemplation from its audience.

Moving beyond the specific domain of internet phenomena, "Popular Science: The Physics Edition" provides a comprehensive overview of foundational physics concepts, exploring the fundamental principles governing the behavior of matter and energy. As a staple reference for scientific enthusiasts and academic scholars alike, this publication stands as a testament to the enduring curiosity surrounding the laws of physics and their captivating implications in the natural world and beyond.

In a similar vein, "The Physics of Humor: A Comedic Analysis" explores the interplay between scientific inquiry and the mechanics of laughter, delving into the intricate interweaving of comedic timing, cognitive psychology, and cultural variation. Through a series of case studies and empirical observations, the authors masterfully dissect the anatomy of humor, inviting readers to ponder the underlying physics of laughter and its far-reaching implications in social dynamics.

On a slightly more speculative note, "The Quantum Meme: Exploring the Uncertainty Principle of Online Trends" ventures into the realm of hypothetical musings, drawing parallels between quantum uncertainty and the unpredictable nature of internet memes. While its contrived metaphors and whimsical conjectures may elicit a chuckle or two, the narrative remains anchored in the tantalizing possibility of meme virality transcending the confines of conventional scientific reasoning.

Transitioning into more unconventional sources of insight, the collective wisdom inscribed on the backs of shampoo bottles offers a surprising reservoir of observational humor and existential pondering. While not traditionally recognized as scholarly literature, these pithy aphorisms and enigmatic product descriptions serve as a testament to the pervasive nature of humor in unexpected corners of everyday life.

With this eclectic array of literature as our guide, we embark on a fanciful expedition into the intriguing terrain of meme culture and its potential correlation with the employment landscape of university physics teachers in the picturesque enclaves of West Virginia. As we navigate the diverse tapestry of scholarly inquiry and absurdist humor, we beckon the reader to join us in this whimsical odyssey, brimming with statistical analysis, scholarly levity, and perhaps a sprinkle of meme-induced mirth.

Model: gpt-3.5-turbo-1106
System prompt: You are a goofy academic researcher writing an academic paper. You follow the rules, but you throw out convention regularly to make jokes and funny asides.You draft the methodology section of an academic research paper.
User prompt:
Pretend you are an academic researcher. Your writing sounds like it belongs in a medical or economics journal. However, you frequently crack jokes, make puns, or add unexpected twists in your writing.

Please make up the methodology section of an academic research paper presenting the findings of the connection between Popularity of the 'aint nobody got time for that' meme and The number of university physics teachers in West Virginia. Make it seem dry like academic research paper, but with lots of subtle hidden offhand remarks, jokes, goofy observations, and puns. Sneak in some jokes and clever puns about science, research, statistics, and the variables.

Your research team collected data from all across the internet, but mostly just used information from Google Trends and Bureau of Larbor Statistics . You used data from 2006 to 2022

Make up the research methods you don't know. Make them a bit goofy and convoluted.

Here is the title, abstract, and introduction of the paper:
[[TITLE]]
Ain't Nobody Got Time for That: The Correlation Between the Popularity of a Meme and the Number of Physics Teachers in West Virginia Universities

[[ABSTRACT]]
This paper investigates the possible connection between the prevalence of the "ain't nobody got time for that" meme and the employment of university physics teachers in the state of West Virginia. Utilizing data from Google Trends and the Bureau of Labor Statistics spanning from 2006 to 2022, our research team has observed a significant correlation coefficient of 0.8353062 with p < 0.01. While our findings point to a surprising potential association, it is crucial to approach the interpretation with scientific caution and a healthy dose of humor. We discuss the implications of our results within the context of meme culture and the academic workforce, while acknowledging the light-hearted nature of our inquiry.

[[INTRODUCTION]]
Memes have become an integral part of modern internet culture, with their ability to quickly spread across social media platforms and infiltrate everyday conversations. One such meme that captured the attention of the digital populace is the "ain't nobody got time for that" meme. Originating from a news interview featuring Sweet Brown, this catchphrase has permeated various facets of online discourse, serving as a humorous response to life's absurdities and time constraints. Our research endeavors to investigate the unforeseen connection between the popularity of this meme and the employment of physics teachers in West Virginia's esteemed educational institutions.
In the realm of physics, the laws of motion and thermodynamics govern the behavior of objects and energy, but the unpredictable nature of meme virality presents a unique challenge for researchers. Nevertheless, we bravely embarked on this whimsical journey to unravel the enigmatic relationship between internet phenomena and the number of university physics educators in the mountain state, which, unsurprisingly, has its fair share of intriguing forces at play.
The state of West Virginia, renowned for its breathtaking landscapes and Appalachian culture, provides a captivating backdrop for this scholarly pursuit. In contrast, the study of physics delves into the fundamental forces governing the universe, often leaving individuals perplexed with its intricacies and the occasional dilemma of "ain't nobody got time for that" approach to complex concepts. As we set out to elucidate the correlation between these two seemingly unrelated entities, our research takes on a lighthearted and daringly creative approach, laced with the spirit of curiosity and a touch of whimsy – or should we say, "hilarity in high-velocity collisions."
Our investigation harnesses the vast potential of Google Trends to ascertain the trajectory of meme popularity over time, examining fluctuations and outbreaks of "ain't nobody got time for that" across the digital landscape. Concurrently, we draw upon the remarkable resources of the Bureau of Labor Statistics to meticulously track the fluctuations in the employment of physics instructors in West Virginia's hallowed academic institutions, acknowledging the intricate dance between societal humor and scholarly pursuits.
The intertwining threads of humor and scholarly rigor are indeed a sight to behold, akin to the entangled quantum particles defying the laws of classical physics – a delightful fusion of levity and empirical inquiry. Embracing the ethos of empirical investigation with a whimsical twist, our study sheds light on the unexpected marriage of internet culture and academic workforce dynamics, blurring the lines between mainstream hilarity and scholarly whimsy. As we venture into this uncharted territory, we invite the reader to join us in this scientific exploration, filled with statistical analysis and perhaps a sprinkle of meme-induced mirth.
In the subsequent sections, we proceed to unravel the intricacies of our methodology, statistical analyses, and the whimsical implications of our findings, as we navigate the bustling intersection of "ain't nobody got time for that" and the academic wave function's collapse. Indeed, the universe may be governed by immutable physical laws, but the ebb and flow of internet memes continue to surprise us – and in this case, to teach us that "ain't nobody got time for an absence of humor in research."

-------

Your response should start like this:

[[METHODOLOGY]]

ChatGPT:

[[METHODOLOGY]]

To uncover the enigmatic relationship between the "ain't nobody got time for that" meme and the number of physics teachers in West Virginia universities, our research team embarked on a whimsical yet methodologically rigorous journey, akin to traversing the event horizon of a cosmic meme black hole. We harnessed the unparalleled power of internet data collection, primarily drawing from the ever-illuminating Google Trends and the Bureau of Labor Statistics - our trusty guides through the tantalizing maze of memes and workforce statistics.

Our data collection phase resembled a digital archaeological expedition, sifting through the virtual sands of cyberspace to retrieve quantitative evidence of meme virality and academic employment trends. Google Trends provided a treasure trove of insights into the ebbs and flows of the "ain't nobody got time for that" meme's prominence, allowing us to discern its trajectory with the precision of a laser measuring the atomic scale – or in this case, the memetic wavelength.

Simultaneously, the Bureau of Labor Statistics served as our beacon in the academic wilderness, guiding us through the labyrinthine corridors of employment statistics for physics teachers in the mountainous expanse of West Virginia. This endeavor was not unlike navigating the rocky terrain of scholarly inquiry, as we meticulously charted the employment fluctuations of physics instructors, recognizing the gravitational pull of academic forces and the occasional quantum leap in employment figures – a phenomena we lovingly refer to as the "meme-orable hiring spike."

In a nod to the complementary nature of science and humor, we juxtaposed the gravity of statistical analysis with the levity of meme culture, creating a delightful fusion of empirical inquiry and meme-induced mirth. Our research methods, while anchored in the rigors of scientific inquiry, were imbued with a touch of whimsy, much like the unpredictable dance of subatomic particles in the quantum realm, albeit with fewer equations and more internet browsing.

The data obtained from these sources was then subjected to a series of statistical analyses that would provoke even the most stoic of physicists to crack a smile. Our team employed correlation analyses and regression models to assess the degree of association between meme popularity and the employment of physics teachers, navigating the statistical sea with the navigational prowess of a meme captain steering the ship of scientific inquiry through uncharted waters.

In the subsequent sections, we shall unveil the statistical intricacies of our analyses, dissecting the empirical evidence with the precision of a quantum scalpel, all while maintaining an unwavering dedication to scientific exploration and perhaps a dash of meme-induced merriment. We invite the reader to join us in this scholarly romp through the intermingled realms of viral humor and academic pursuit, as we unravel the perplexing enigma of "ain't nobody got time for that" and the captivating dance of academic employment - where statistical significance meets meme magnificence.

Model: gpt-3.5-turbo-1106
System prompt: You are a goofy academic researcher writing an academic paper. You follow the rules, but you throw out convention regularly to make jokes and funny asides.You draft the results section of an academic research paper. You speak in the past tense (you found...).
User prompt:
Pretend you are an academic researcher. Your writing sounds like it belongs in a medical or economics journal. However, you frequently crack jokes, make puns, or add unexpected twists in your writing.

Please make up the results section of an academic research paper presenting the findings of the connection between Popularity of the 'aint nobody got time for that' meme and The number of university physics teachers in West Virginia. Make it seem dry like academic research paper, but with lots of subtle hidden offhand remarks, jokes, goofy observations, and puns. Sneak in some jokes and clever puns about science, research, statistics, and the variables.

Your research team collected data from all across the internet, but mostly just used information from Google Trends and Bureau of Larbor Statistics .

For the time period 2006 to 2022, you found a correlation 0.8353062, r-squared of 0.6977364, and p < 0.01.

One figure will be included. The figure (Fig. 1) is a scatterplot showing the strong correlation between the two variables. You don't need to specify where; I will add the figure.

Here is the title and abstract of the paper:
[[TITLE]]
Ain't Nobody Got Time for That: The Correlation Between the Popularity of a Meme and the Number of Physics Teachers in West Virginia Universities

[[ABSTRACT]]
This paper investigates the possible connection between the prevalence of the "ain't nobody got time for that" meme and the employment of university physics teachers in the state of West Virginia. Utilizing data from Google Trends and the Bureau of Labor Statistics spanning from 2006 to 2022, our research team has observed a significant correlation coefficient of 0.8353062 with p < 0.01. While our findings point to a surprising potential association, it is crucial to approach the interpretation with scientific caution and a healthy dose of humor. We discuss the implications of our results within the context of meme culture and the academic workforce, while acknowledging the light-hearted nature of our inquiry.

-------

And here is the methodology section that led to this result:
[[METHODOLOGY]]
Memes have become an integral part of modern internet culture, with their ability to quickly spread across social media platforms and infiltrate everyday conversations. One such meme that captured the attention of the digital populace is the "ain't nobody got time for that" meme. Originating from a news interview featuring Sweet Brown, this catchphrase has permeated various facets of online discourse, serving as a humorous response to life's absurdities and time constraints. Our research endeavors to investigate the unforeseen connection between the popularity of this meme and the employment of physics teachers in West Virginia's esteemed educational institutions.
In the realm of physics, the laws of motion and thermodynamics govern the behavior of objects and energy, but the unpredictable nature of meme virality presents a unique challenge for researchers. Nevertheless, we bravely embarked on this whimsical journey to unravel the enigmatic relationship between internet phenomena and the number of university physics educators in the mountain state, which, unsurprisingly, has its fair share of intriguing forces at play.
The state of West Virginia, renowned for its breathtaking landscapes and Appalachian culture, provides a captivating backdrop for this scholarly pursuit. In contrast, the study of physics delves into the fundamental forces governing the universe, often leaving individuals perplexed with its intricacies and the occasional dilemma of "ain't nobody got time for that" approach to complex concepts. As we set out to elucidate the correlation between these two seemingly unrelated entities, our research takes on a lighthearted and daringly creative approach, laced with the spirit of curiosity and a touch of whimsy – or should we say, "hilarity in high-velocity collisions."
Our investigation harnesses the vast potential of Google Trends to ascertain the trajectory of meme popularity over time, examining fluctuations and outbreaks of "ain't nobody got time for that" across the digital landscape. Concurrently, we draw upon the remarkable resources of the Bureau of Labor Statistics to meticulously track the fluctuations in the employment of physics instructors in West Virginia's hallowed academic institutions, acknowledging the intricate dance between societal humor and scholarly pursuits.
The intertwining threads of humor and scholarly rigor are indeed a sight to behold, akin to the entangled quantum particles defying the laws of classical physics – a delightful fusion of levity and empirical inquiry. Embracing the ethos of empirical investigation with a whimsical twist, our study sheds light on the unexpected marriage of internet culture and academic workforce dynamics, blurring the lines between mainstream hilarity and scholarly whimsy. As we venture into this uncharted territory, we invite the reader to join us in this scientific exploration, filled with statistical analysis and perhaps a sprinkle of meme-induced mirth.
In the subsequent sections, we proceed to unravel the intricacies of our methodology, statistical analyses, and the whimsical implications of our findings, as we navigate the bustling intersection of "ain't nobody got time for that" and the academic wave function's collapse. Indeed, the universe may be governed by immutable physical laws, but the ebb and flow of internet memes continue to surprise us – and in this case, to teach us that "ain't nobody got time for an absence of humor in research."

-------

Your response should start like this:

[[RESULTS]]

ChatGPT:

[[RESULTS]]

Our investigation into the correlation between the popularity of the "ain't nobody got time for that" meme and the number of physics teachers in West Virginia universities has yielded intriguing findings. Our statistical analysis revealed a remarkably strong correlation coefficient of 0.8353062, with an r-squared value of 0.6977364, and a p-value of less than 0.01. In simpler terms, it appears that there is indeed a surprising relationship between the proliferation of this internet phenomenon and the employment of physics educators in the mountain state. It's as if the laws of meme dynamics and physics employment have collided in a cosmic dance of statistical significance.

Figure 1 illustrates the robust correlation we observed, as evidenced by the tightly clustered data points in the scatterplot. It's a visual representation of the unexpected harmony between online jests and the serious business of teaching physics, a sight to behold for anyone with an appreciation for the whimsically profound.

The implications of our findings are as thought-provoking as they are chuckle-worthy. The "ain't nobody got time for that" meme, with its comical assertion of time constraints, seems to have struck a chord not only in the digital realm but also in the academic arena of physics instruction. It appears that the meme's ethos of expeditious dismissal resonates with the complexities and time-pressed nature of the physics educators' domain. Perhaps there's a hidden energy conservation principle at work here, where the dissemination of humorous quips online corresponds to an uptick in the need for physics instruction – a veritable conservation of chuckles.

In the grand tapestry of academic research, where serious inquiry often reigns supreme, our study serves as a lighthearted reminder of the unexpected connections that can emerge in the most unlikely places. From the fathomless depths of internet meme culture to the hallowed halls of physics education, our findings engender a whimsical spirit of exploration, punctuated with statistical significance and a dash of good-natured humor.

The relationship we've uncovered may seem like an anomaly on the surface, but it underscores the multidimensionality of societal influences on educational labor dynamics. As we continue to unravel the layers of this peculiar association, we must approach our interpretations with the measured caution of a physicist eyeing a particularly puzzling quantum phenomenon – and perhaps, a hint of the irrepressible laughter that underpins our quest for knowledge.

In the subsequent sections, we delve deeper into the nuanced implications of our results, elucidating the whimsical intersection of meme culture and academic staffing dynamics. Our scholarly discourse is flavored with the irrepressible allure of statistical analyses and the delightful ponderings of meme-induced correlations, underscoring the delightful unpredictability of our research journey.

Model: gpt-3.5-turbo-1106
System prompt: You are a goofy academic researcher writing an academic paper. You follow the rules, but you throw out convention regularly to make jokes and funny asides.You draft the discussion section of an academic research paper.
User prompt:
Pretend you are an academic researcher. Your writing sounds like it belongs in a medical or economics journal. However, you frequently crack jokes, make puns, or add unexpected twists in your writing.

Please make up the discussion section of an academic research paper presenting the findings of the connection between Popularity of the 'aint nobody got time for that' meme and The number of university physics teachers in West Virginia. Make it seem dry like academic research paper, but with lots of subtle hidden offhand remarks, jokes, goofy observations, and puns. Sneak in some jokes and clever puns about science, research, statistics, and the variables.

Limit your response to 500 tokens.

Here are the title, abstract, literature review, and results sections. Please harken back to 1-2 of the goofy items in the literature review, but pretend to take them completely seriously. Discuss how your results supported the prior research.

Do not write a conclusion. I will add a conclusion after this.

[[TITLE]]
Ain't Nobody Got Time for That: The Correlation Between the Popularity of a Meme and the Number of Physics Teachers in West Virginia Universities

[[ABSTRACT]]
This paper investigates the possible connection between the prevalence of the "ain't nobody got time for that" meme and the employment of university physics teachers in the state of West Virginia. Utilizing data from Google Trends and the Bureau of Labor Statistics spanning from 2006 to 2022, our research team has observed a significant correlation coefficient of 0.8353062 with p < 0.01. While our findings point to a surprising potential association, it is crucial to approach the interpretation with scientific caution and a healthy dose of humor. We discuss the implications of our results within the context of meme culture and the academic workforce, while acknowledging the light-hearted nature of our inquiry.

[[LITERATURE REVIEW]]
In "Smith et al.," the authors find that the proliferation of internet memes can have a profound impact on societal discourse and cultural expression. This study presents a comprehensive analysis of the dissemination and evolution of popular catchphrases within online communities, shedding light on the intricate dynamics of digital communication and the assimilation of humor into everyday interactions.
Similarly, "Doe and Jones" delve into the nuanced relationship between digital culture and linguistic phenomena, highlighting the transformative potential of memes in shaping colloquial language and facilitating the propagation of shared comedic experiences. Their exploration of meme virality and linguistic adaptation offers valuable insights into the manner in which internet culture permeates linguistic landscapes, eliciting both laughter and contemplation from its audience.
Moving beyond the specific domain of internet phenomena, "Popular Science: The Physics Edition" provides a comprehensive overview of foundational physics concepts, exploring the fundamental principles governing the behavior of matter and energy. As a staple reference for scientific enthusiasts and academic scholars alike, this publication stands as a testament to the enduring curiosity surrounding the laws of physics and their captivating implications in the natural world and beyond.
In a similar vein, "The Physics of Humor: A Comedic Analysis" explores the interplay between scientific inquiry and the mechanics of laughter, delving into the intricate interweaving of comedic timing, cognitive psychology, and cultural variation. Through a series of case studies and empirical observations, the authors masterfully dissect the anatomy of humor, inviting readers to ponder the underlying physics of laughter and its far-reaching implications in social dynamics.
On a slightly more speculative note, "The Quantum Meme: Exploring the Uncertainty Principle of Online Trends" ventures into the realm of hypothetical musings, drawing parallels between quantum uncertainty and the unpredictable nature of internet memes. While its contrived metaphors and whimsical conjectures may elicit a chuckle or two, the narrative remains anchored in the tantalizing possibility of meme virality transcending the confines of conventional scientific reasoning.
Transitioning into more unconventional sources of insight, the collective wisdom inscribed on the backs of shampoo bottles offers a surprising reservoir of observational humor and existential pondering. While not traditionally recognized as scholarly literature, these pithy aphorisms and enigmatic product descriptions serve as a testament to the pervasive nature of humor in unexpected corners of everyday life.
With this eclectic array of literature as our guide, we embark on a fanciful expedition into the intriguing terrain of meme culture and its potential correlation with the employment landscape of university physics teachers in the picturesque enclaves of West Virginia. As we navigate the diverse tapestry of scholarly inquiry and absurdist humor, we beckon the reader to join us in this whimsical odyssey, brimming with statistical analysis, scholarly levity, and perhaps a sprinkle of meme-induced mirth.

[[RESULTS]]
Our investigation into the correlation between the popularity of the "ain't nobody got time for that" meme and the number of physics teachers in West Virginia universities has yielded intriguing findings. Our statistical analysis revealed a remarkably strong correlation coefficient of 0.8353062, with an r-squared value of 0.6977364, and a p-value of less than 0.01. In simpler terms, it appears that there is indeed a surprising relationship between the proliferation of this internet phenomenon and the employment of physics educators in the mountain state. It's as if the laws of meme dynamics and physics employment have collided in a cosmic dance of statistical significance.
Figure 1 illustrates the robust correlation we observed, as evidenced by the tightly clustered data points in the scatterplot. It's a visual representation of the unexpected harmony between online jests and the serious business of teaching physics, a sight to behold for anyone with an appreciation for the whimsically profound.
The implications of our findings are as thought-provoking as they are chuckle-worthy. The "ain't nobody got time for that" meme, with its comical assertion of time constraints, seems to have struck a chord not only in the digital realm but also in the academic arena of physics instruction. It appears that the meme's ethos of expeditious dismissal resonates with the complexities and time-pressed nature of the physics educators' domain. Perhaps there's a hidden energy conservation principle at work here, where the dissemination of humorous quips online corresponds to an uptick in the need for physics instruction – a veritable conservation of chuckles.
In the grand tapestry of academic research, where serious inquiry often reigns supreme, our study serves as a lighthearted reminder of the unexpected connections that can emerge in the most unlikely places. From the fathomless depths of internet meme culture to the hallowed halls of physics education, our findings engender a whimsical spirit of exploration, punctuated with statistical significance and a dash of good-natured humor.
The relationship we've uncovered may seem like an anomaly on the surface, but it underscores the multidimensionality of societal influences on educational labor dynamics. As we continue to unravel the layers of this peculiar association, we must approach our interpretations with the measured caution of a physicist eyeing a particularly puzzling quantum phenomenon – and perhaps, a hint of the irrepressible laughter that underpins our quest for knowledge.
In the subsequent sections, we delve deeper into the nuanced implications of our results, elucidating the whimsical intersection of meme culture and academic staffing dynamics. Our scholarly discourse is flavored with the irrepressible allure of statistical analyses and the delightful ponderings of meme-induced correlations, underscoring the delightful unpredictability of our research journey.

-------

Your response should start like this:

[[DISCUSSION]]

ChatGPT:

[[DISCUSSION]]

Our investigation has revealed a curiously robust correlation between the popularity of the "ain't nobody got time for that" meme and the employment of university physics teachers in West Virginia. This unexpected association aligns with the prior research, such as the exploration of meme virality and linguistic adaptation by Doe and Jones, which underscored the transformative potential of memes in shaping colloquial language. It turns out that the power of a catchy phrase extends beyond mere linguistic influence and may indeed have implications for the employment landscape of academic disciplines.

The unexpected harmony we observed suggests that there may be a quantum-like unpredictability in the dissemination of internet memes, echoing the whimsical musings of "The Quantum Meme: Exploring the Uncertainty Principle of Online Trends." While the parallels between meme virality and quantum uncertainty may seem like a flight of fancy, our findings lend credence to the notion that internet phenomena may indeed possess an elusive, unpredictable quality akin to subatomic particles. It's as if the "ain't nobody got time for that" meme has manifested its own wave-particle duality, influencing not only online discourse but also the staffing needs of physics instruction in West Virginia.

Additionally, the sage wisdom found on the backs of shampoo bottles, often overlooked in scholarly circles, has offered unexpected insight into the pervasive nature of humor. The employment patterns of physics teachers in West Virginia, when viewed through the lens of the "ain't nobody got time for that" meme, reflect the quirky profundity found in these unassuming sources of wisdom. It appears that serendipitous connections can emerge from the most unlikely sources, infusing our scholarly discourse with the delightful unpredictability that characterizes meme culture and statistical inquiry.

Naturally, our results must be interpreted with the measured caution of a physicist observing a particularly puzzling quantum phenomenon, as our findings straddle the whimsically profound and the statistically significant. This lighthearted exploration of meme culture and academic staffing dynamics serves as a testament to the multifaceted influences that shape educational labor dynamics, reminding us that scholarly inquiry can be flavored with the irrepressible allure of unexpected associations and the delightful ponderings of meme-induced correlations. It is a wondrous reminder of the playful unpredictability that lies at the heart of our quest for knowledge.

Model: gpt-3.5-turbo-1106
System prompt: You are a goofy academic researcher writing an academic paper. You follow the rules, but you throw out convention regularly to make jokes and funny asides.You draft the discussion section of goofy academic research papers that sounds like it belongs based on the title and abstract provided.
User prompt:
Pretend you are an academic researcher. Your writing sounds like it belongs in a medical or economics journal. However, you frequently crack jokes, make puns, or add unexpected twists in your writing.

Please make up a short conclusion of an academic research paper presenting the findings of the connection between Popularity of the 'aint nobody got time for that' meme and The number of university physics teachers in West Virginia. Make it seem dry like academic research paper, but with lots of subtle hidden offhand remarks, jokes, goofy observations, and puns. Sneak in some jokes and clever puns about science, research, statistics, and the variables.

Limit your response to 300 tokens. At the very end, assert that no more research is needed in this area.

Here are the title, abstract, introduction, and results sections.
[[TITLE]]
Ain't Nobody Got Time for That: The Correlation Between the Popularity of a Meme and the Number of Physics Teachers in West Virginia Universities

[[ABSTRACT]]
This paper investigates the possible connection between the prevalence of the "ain't nobody got time for that" meme and the employment of university physics teachers in the state of West Virginia. Utilizing data from Google Trends and the Bureau of Labor Statistics spanning from 2006 to 2022, our research team has observed a significant correlation coefficient of 0.8353062 with p < 0.01. While our findings point to a surprising potential association, it is crucial to approach the interpretation with scientific caution and a healthy dose of humor. We discuss the implications of our results within the context of meme culture and the academic workforce, while acknowledging the light-hearted nature of our inquiry.

[[INTRDUCTION]]
Memes have become an integral part of modern internet culture, with their ability to quickly spread across social media platforms and infiltrate everyday conversations. One such meme that captured the attention of the digital populace is the "ain't nobody got time for that" meme. Originating from a news interview featuring Sweet Brown, this catchphrase has permeated various facets of online discourse, serving as a humorous response to life's absurdities and time constraints. Our research endeavors to investigate the unforeseen connection between the popularity of this meme and the employment of physics teachers in West Virginia's esteemed educational institutions.
In the realm of physics, the laws of motion and thermodynamics govern the behavior of objects and energy, but the unpredictable nature of meme virality presents a unique challenge for researchers. Nevertheless, we bravely embarked on this whimsical journey to unravel the enigmatic relationship between internet phenomena and the number of university physics educators in the mountain state, which, unsurprisingly, has its fair share of intriguing forces at play.
The state of West Virginia, renowned for its breathtaking landscapes and Appalachian culture, provides a captivating backdrop for this scholarly pursuit. In contrast, the study of physics delves into the fundamental forces governing the universe, often leaving individuals perplexed with its intricacies and the occasional dilemma of "ain't nobody got time for that" approach to complex concepts. As we set out to elucidate the correlation between these two seemingly unrelated entities, our research takes on a lighthearted and daringly creative approach, laced with the spirit of curiosity and a touch of whimsy – or should we say, "hilarity in high-velocity collisions."
Our investigation harnesses the vast potential of Google Trends to ascertain the trajectory of meme popularity over time, examining fluctuations and outbreaks of "ain't nobody got time for that" across the digital landscape. Concurrently, we draw upon the remarkable resources of the Bureau of Labor Statistics to meticulously track the fluctuations in the employment of physics instructors in West Virginia's hallowed academic institutions, acknowledging the intricate dance between societal humor and scholarly pursuits.
The intertwining threads of humor and scholarly rigor are indeed a sight to behold, akin to the entangled quantum particles defying the laws of classical physics – a delightful fusion of levity and empirical inquiry. Embracing the ethos of empirical investigation with a whimsical twist, our study sheds light on the unexpected marriage of internet culture and academic workforce dynamics, blurring the lines between mainstream hilarity and scholarly whimsy. As we venture into this uncharted territory, we invite the reader to join us in this scientific exploration, filled with statistical analysis and perhaps a sprinkle of meme-induced mirth.
In the subsequent sections, we proceed to unravel the intricacies of our methodology, statistical analyses, and the whimsical implications of our findings, as we navigate the bustling intersection of "ain't nobody got time for that" and the academic wave function's collapse. Indeed, the universe may be governed by immutable physical laws, but the ebb and flow of internet memes continue to surprise us – and in this case, to teach us that "ain't nobody got time for an absence of humor in research."

[[RESULTS]]
Our investigation into the correlation between the popularity of the "ain't nobody got time for that" meme and the number of physics teachers in West Virginia universities has yielded intriguing findings. Our statistical analysis revealed a remarkably strong correlation coefficient of 0.8353062, with an r-squared value of 0.6977364, and a p-value of less than 0.01. In simpler terms, it appears that there is indeed a surprising relationship between the proliferation of this internet phenomenon and the employment of physics educators in the mountain state. It's as if the laws of meme dynamics and physics employment have collided in a cosmic dance of statistical significance.
Figure 1 illustrates the robust correlation we observed, as evidenced by the tightly clustered data points in the scatterplot. It's a visual representation of the unexpected harmony between online jests and the serious business of teaching physics, a sight to behold for anyone with an appreciation for the whimsically profound.
The implications of our findings are as thought-provoking as they are chuckle-worthy. The "ain't nobody got time for that" meme, with its comical assertion of time constraints, seems to have struck a chord not only in the digital realm but also in the academic arena of physics instruction. It appears that the meme's ethos of expeditious dismissal resonates with the complexities and time-pressed nature of the physics educators' domain. Perhaps there's a hidden energy conservation principle at work here, where the dissemination of humorous quips online corresponds to an uptick in the need for physics instruction – a veritable conservation of chuckles.
In the grand tapestry of academic research, where serious inquiry often reigns supreme, our study serves as a lighthearted reminder of the unexpected connections that can emerge in the most unlikely places. From the fathomless depths of internet meme culture to the hallowed halls of physics education, our findings engender a whimsical spirit of exploration, punctuated with statistical significance and a dash of good-natured humor.
The relationship we've uncovered may seem like an anomaly on the surface, but it underscores the multidimensionality of societal influences on educational labor dynamics. As we continue to unravel the layers of this peculiar association, we must approach our interpretations with the measured caution of a physicist eyeing a particularly puzzling quantum phenomenon – and perhaps, a hint of the irrepressible laughter that underpins our quest for knowledge.
In the subsequent sections, we delve deeper into the nuanced implications of our results, elucidating the whimsical intersection of meme culture and academic staffing dynamics. Our scholarly discourse is flavored with the irrepressible allure of statistical analyses and the delightful ponderings of meme-induced correlations, underscoring the delightful unpredictability of our research journey.

-------

Your response should start like this:

[[CONCLUSION]]

ChatGPT:

[[CONCLUSION]]

In conclusion, our research has unveiled a remarkable correlation between the popularity of the "ain't nobody got time for that" meme and the employment of physics teachers in West Virginia universities. As we navigate the cosmos of correlation coefficients and statistical significance, our findings shed light on the unexpected affinity between internet humor and the academic workforce dynamics. It's as if the laws of meme dynamics and employment statistics have collided in a cosmic dance of statistical significance- or perhaps it's a meme-tic force attracting physics educators to the mountain state.

Our study serves as a whimsical reminder of the quirky connections that can emerge in the unlikeliest of places, exemplifying the sheer unpredictability of the research landscape. While we recognize the tongue-in-cheek nature of our inquiry, the statistical robustness of our findings cannot be dismissed with a simple "ain't nobody got time for that."

As we part ways, we assert confidently that further research in this area is unnecessary, as we've undoubtedly reached the apex of meme-matter research. Our findings stand as a beacon of humor in the realm of scholarly investigations, a testament to the serendipitous nature of scientific inquiry. And remember, when it comes to the correlation between memes and physics employment, we've shown that there's always time for that.

Model: gpt-3.5-turbo-1106
System prompt: You provide fictional names of academic journals. You say nothing else, and you do not chat with the user.
User prompt: Please provide the name of a funny but plausible sounding research, scientific, or academic journal that would publish a paper entited Ain't Nobody Got Time for That: The Correlation Between the Popularity of a Meme and the Number of Physics Teachers in West Virginia Universities. Respond only with the name of a fictional academic journal.

ChatGPT:

The Journal of Internet Memetics and Unconventional Research

Model: gpt-3.5-turbo-1106
System prompt: You provide fictional names of nonprofit research organizations and associations. You say nothing else, and you do not chat with the user.
User prompt: Please provide the name of a funny but plausible sounding nonprofit, academic, or scientific association or organization that would sponsor research that resulted in a paper entited Ain't Nobody Got Time for That: The Correlation Between the Popularity of a Meme and the Number of Physics Teachers in West Virginia Universities. Respond only with the name of a fictional organization.

ChatGPT:

The Center for Applied Meme Studies

Model: gpt-3.5-turbo-1106
System prompt: You provide potential search keywords separated by commas. You say nothing else, and you do not chat with the user.
User prompt: Please provide potential search keywords for a paper titled Ain't Nobody Got Time for That: The Correlation Between the Popularity of a Meme and the Number of Physics Teachers in West Virginia Universities with an abstract of This paper investigates the possible connection between the prevalence of the "ain't nobody got time for that" meme and the employment of university physics teachers in the state of West Virginia. Utilizing data from Google Trends and the Bureau of Labor Statistics spanning from 2006 to 2022, our research team has observed a significant correlation coefficient of 0.8353062 with p < 0.01. While our findings point to a surprising potential association, it is crucial to approach the interpretation with scientific caution and a healthy dose of humor. We discuss the implications of our results within the context of meme culture and the academic workforce, while acknowledging the light-hearted nature of our inquiry.

ChatGPT:

"ain't nobody got time for that" meme, physics teachers, West Virginia universities, correlation, prevalence, Google Trends, Bureau of Labor Statistics, meme culture, academic workforce, correlation coefficient, humor

*There is a bunch of Python happening behind the scenes to turn this prompt sequence into a PDF.

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Data details

Popularity of the 'aint nobody got time for that' meme
Detailed data title: Relative volume of Google searches for 'aint nobody got time for that' (without quotes, in the United States)
Source: Google Trends
Additional Info: ^{See full details} Relative search volume is a unique Google thing; the shape of the chart is accurate but the actual numbers are meaningless.

See what else correlates with Popularity of the 'aint nobody got time for that' meme

The number of university physics teachers in West Virginia
Detailed data title: BLS estimate of physics teachers, postsecondary in West Virginia
Source: Bureau of Larbor Statistics
See what else correlates with The number of university physics teachers in West Virginia

Correlation r = 0.8353062 (Pearson correlation coefficient)
Correlation is a measure of how much the variables move together. If it is 0.99, when one goes up the other goes up. If it is 0.02, the connection is very weak or non-existent. If it is -0.99, then when one goes up the other goes down. If it is 1.00, you probably messed up your correlation function.

r² = 0.6977364 (Coefficient of determination)
This means 69.8% of the change in the one variable (i.e., The number of university physics teachers in West Virginia) is predictable based on the change in the other (i.e., Popularity of the 'aint nobody got time for that' meme) over the 17 years from 2006 through 2022.

p < 0.01, which is statistically significant(Null hypothesis significance test)
The p-value is 3.0006E-5.^Show 0.0000300057737822941680000000
The p-value is a measure of how probable it is that we would randomly find a result this extreme.^Note More specifically the p-value is a measure of how probable it is that we would randomly find a result this extreme if we had only tested one pair of variables one time.

But I am a p-villain. I absolutely did not test only one pair of variables one time. I correlated hundreds of millions of pairs of variables. I threw boatloads of data into an industrial-sized blender to find this correlation.

Who is going to stop me? p-value reporting doesn't require me to report how many calculations I had to go through in order to find a low p-value!
On average, you will find a correaltion as strong as 0.84 in 0.0030006% of random cases. Said differently, if you correlated 33,327 random variables^Note You don't actually need 33 thousand variables to find a correlation like this one. You can also correlate variables that are not independent. I do this a lot.

p-value calculations are useful for understanding the probability of a result happening by chance. They are most useful when used to highlight the risk of a fluke outcome. For example, if you calculate a p-value of 0.30, the risk that the result is a fluke is high. It is good to know that! But there are lots of ways to get a p-value of less than 0.01, as evidenced by this project.

Just to be clear: I'm being completely transparent about the calculations. There is no math trickery. This is just how statistics shakes out when you calculate hundreds of millions of random correlations.
with the same 16 degrees of freedom, ^Note Degrees of freedom is a measure of how many free components we are testing. In this case it is 16 because we have two variables measured over a period of 17 years. It's just the number of years minus ( the number of variables minus one ), which in this case simplifies to the number of years minus one.
you would randomly expect to find a correlation as strong as this one.

[ 0.59, 0.94 ] 95% correlation confidence interval (using the Fisher z-transformation)
^{Read more about the confidence interval} The confidence interval is an estimate the range of the value of the correlation coefficient, using the correlation itself as an input. The values are meant to be the low and high end of the correlation coefficient with 95% confidence.

This one is a bit more complciated than the other calculations, but I include it because many people have been pushing for confidence intervals instead of p-value calculations (for example: NEJM. However, if you are dredging data, you can reliably find yourself in the 5%. That's my goal!

All values for the years included above: ^Note If I were being very sneaky, I could trim years from the beginning or end of the datasets to increase the correlation on some pairs of variables. I don't do that because there are already plenty of correlations in my database without monkeying with the years.

Still, sometimes one of the variables has more years of data available than the other. This page only shows the overlapping years. To see all the years, click on "See what else correlates with..." link above.

	2006	2007	2008	2009	2010	2011	2012	2013	2014	2015	2016	2017	2018	2019	2020	2021	2022
Popularity of the 'aint nobody got time for that' meme (Relative popularity)	0.285714	0.25	0.5	0.181818	0.125	0	21.7	38.6667	9.75	7.66667	5.5	17.5833	16.25	13.5833	8.41667	6.66667	3.5
The number of university physics teachers in West Virginia (Laborers)	60	50	50	50	40	70	140	140	80	70	70	70	70	60	60	80	60

Why this works

Data dredging: I have 25,237 variables in my database. I compare all these variables against each other to find ones that randomly match up. That's 636,906,169 correlation calculations! This is called “data dredging.” Instead of starting with a hypothesis and testing it, I instead abused the data to see what correlations shake out. It’s a dangerous way to go about analysis, because any sufficiently large dataset will yield strong correlations completely at random.
Lack of causal connection: There is probably^Note Because these pages are automatically generated, it's possible that the two variables you are viewing are in fact causually related. I take steps to prevent the obvious ones from showing on the site (I don't let data about the weather in one city correlate with the weather in a neighboring city, for example), but sometimes they still pop up. If they are related, cool! You found a loophole.
no direct connection between these variables, despite what the AI says above. This is exacerbated by the fact that I used "Years" as the base variable. Lots of things happen in a year that are not related to each other! Most studies would use something like "one person" in stead of "one year" to be the "thing" studied.
Observations not independent: For many variables, sequential years are not independent of each other. If a population of people is continuously doing something every day, there is no reason to think they would suddenly change how they are doing that thing on January 1. A simple^Note Personally I don't find any p-value calculation to be 'simple,' but you know what I mean.
p-value calculation does not take this into account, so mathematically it appears less probable than it really is.

Try it yourself

You can calculate the values on this page on your own! Try running the Python code to see the calculation results. ^{Show the steps to do this.} Step 1: Download and install Python on your computer.

Step 2: Open a plaintext editor like Notepad and paste the code below into it.

Step 3: Save the file as "calculate_correlation.py" in a place you will remember, like your desktop. Copy the file location to your clipboard. On Windows, you can right-click the file and click "Properties," and then copy what comes after "Location:" As an example, on my computer the location is "C:\Users\tyler\Desktop"

Step 4: Open a command line window. For example, by pressing start and typing "cmd" and them pressing enter.

Step 5: Install the required modules by typing "pip install numpy", then pressing enter, then typing "pip install scipy", then pressing enter.

Step 6: Navigate to the location where you saved the Python file by using the "cd" command. For example, I would type "cd C:\Users\tyler\Desktop" and push enter.

Step 7: Run the Python script by typing "python calculate_correlation.py"

If you run into any issues, I suggest asking ChatGPT to walk you through installing Python and running the code below on your system. Try this question:

"Walk me through installing Python on my computer to run a script that uses scipy and numpy. Go step-by-step and ask me to confirm before moving on. Start by asking me questions about my operating system so that you know how to proceed. Assume I want the simplest installation with the latest version of Python and that I do not currently have any of the necessary elements installed. Remember to only give me one step per response and confirm I have done it before proceeding."

# These modules make it easier to perform the calculation
import numpy as np
from scipy import stats

# We'll define a function that we can call to return the correlation calculations
def calculate_correlation(array1, array2):

    # Calculate Pearson correlation coefficient and p-value
    correlation, p_value = stats.pearsonr(array1, array2)

    # Calculate R-squared as the square of the correlation coefficient
    r_squared = correlation**2

    return correlation, r_squared, p_value

# These are the arrays for the variables shown on this page, but you can modify them to be any two sets of numbers
array_1 = np.array([0.285714,0.25,0.5,0.181818,0.125,0,21.7,38.6667,9.75,7.66667,5.5,17.5833,16.25,13.5833,8.41667,6.66667,3.5,])
array_2 = np.array([60,50,50,50,40,70,140,140,80,70,70,70,70,60,60,80,60,])
array_1_name = "Popularity of the 'aint nobody got time for that' meme"
array_2_name = "The number of university physics teachers in West Virginia"

# Perform the calculation
print(f"Calculating the correlation between {array_1_name} and {array_2_name}...")
correlation, r_squared, p_value = calculate_correlation(array_1, array_2)

# Print the results
print("Correlation Coefficient:", correlation)
print("R-squared:", r_squared)
print("P-value:", p_value)

Reuseable content

You may re-use the images on this page for any purpose, even commercial purposes, without asking for permission. The only requirement is that you attribute Tyler Vigen. ^Note Attribution can take many different forms. If you leave the "tylervigen.com" link in the image, that satisfies it just fine. If you remove it and move it to a footnote, that's fine too. You can also just write "Charts courtesy of Tyler Vigen" at the bottom of an article.

You do not need to attribute "the spurious correlations website," and you don't even need to link here if you don't want to. I don't gain anything from pageviews. There are no ads on this site, there is nothing for sale, and I am not for hire.

For the record, I am just one person. Tyler Vigen, he/him/his. I do have degrees, but they should not go after my name unless you want to annoy my wife. If that is your goal, then go ahead and cite me as "Tyler Vigen, A.A. A.A.S. B.A. J.D." Otherwise it is just "Tyler Vigen."

When spoken, my last name is pronounced "vegan," like I don't eat meat.

Full license details.
For more on re-use permissions, or to get a signed release form, see tylervigen.com/permission.

Download images for these variables:

High resolution line chart ^Note The image linked here is a Scalable Vector Graphic (SVG). It is the highest resolution that is possible to achieve. It scales up beyond the size of the observable universe without pixelating. You do not need to email me asking if I have a higher resolution image. I do not. The physical limitations of our universe prevent me from providing you with an image that is any higher resolution than this one.

If you insert it into a PowerPoint presentation (a tool well-known for managing things that are the scale of the universe), you can right-click > "Ungroup" or "Create Shape" and then edit the lines and text directly. You can also change the colors this way.

Alternatively you can use a tool like Inkscape.
High resolution line chart, optimized for mobile
Alternative high resolution line chart
Scatterplot
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Line chart for only Popularity of the 'aint nobody got time for that' meme
Line chart for only The number of university physics teachers in West Virginia
AI-generated correlation image
The spurious research paper: Ain't Nobody Got Time for That: The Correlation Between the Popularity of a Meme and the Number of Physics Teachers in West Virginia Universities

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Correlation ID: 5562 · Black Variable ID: 25104 · Red Variable ID: 15947


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