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Spurious correlation #2,168 · View random

A linear line chart with years as the X-axis and two variables on the Y-axis. The first variable is The distance between Uranus and the Sun and the second variable is The number of agricultural sciences teachers in Florida.  The chart goes from 2003 to 2022, and the two variables track closely in value over that time. Small Image
Download png
, svg

AI explanation

As the gap closed, the productivity of Uranus's unique brand of space fertilizer weakened, leading to a shortage of qualified agricultural sciences teachers. It seems their expertise was in high demand, but alas, they were unable to planet in Florida's schools.

Model: dalle-3
Prompt: Generate an image of a vast open field in Florida, with rows of crops stretching as far as the eye can see. In the center of the field, a group of agricultural sciences teachers stands under the bright sun, discussing the growth of the crops. In the distance, the serene view of the solar system unfolds, with Uranus visible far off in the sky, creating a tranquil and spacious backdrop against the brilliant sun. The depiction should include only scenes, people, and objects, it should not include text or speech bubbles.
This image generation prompt was also generated by AI, using the following sequence:

Model: gpt-3.5-turbo-1106
System prompt: You select one of a few potential scene descriptors that seems to go along with the variables described. You respond only with the scene descriptions provided and say nothing else.
User prompt: Here are two variables: The distance between Uranus and the Sun and The number of agricultural sciences teachers in Florida. Given these, which of the following image style descriptions seems most appropriate? Pick the one that seems to be related to one of the variables at hand. Please respond with only one of the following potential descriptions: Cybernetic art Low poly Sci-fi fantacy An image that looks like it is a scene from A Disney Movie Symbolism
ChatGPT: Sci-fi fantasy

Model: gpt-3.5-turbo-1106
System prompt: You describe simple visual scenes that depict the two variables stated. You combine both variables into one scene.
User prompt: Please describe a visual scene that prominently depicts both The distance between Uranus and the Sun and The number of agricultural sciences teachers in Florida together. Keep the description simple.
ChatGPT: In a vast open field in Florida, a group of agricultural sciences teachers stand under the bright sun, surrounded by rows of crops. Meanwhile, far off in the sky, Uranus can be seen at a great distance from the sun, creating a tranquil and spacious view of the solar system.

Model: gpt-3.5-turbo-1106
System prompt: You write and improve image generation prompts for DALLE-3. You maintain the same subjects, but enhance the visuals.
User prompt: Please respond with an image generation prompt that would be likely to create an interesting visual using DALLE-3, using the following style: [ Sci-fi fantasy ] and depicting this scene: In a vast open field in Florida, a group of agricultural sciences teachers stand under the bright sun, surrounded by rows of crops. Meanwhile, far off in the sky, Uranus can be seen at a great distance from the sun, creating a tranquil and spacious view of the solar system. Keep the visual depiction simple. Do not include any words or speech bubbles.
ChatGPT: Generate an image of a vast open field in Florida, with rows of crops stretching as far as the eye can see. In the center of the field, a group of agricultural sciences teachers stands under the bright sun, discussing the growth of the crops. In the distance, the serene view of the solar system unfolds, with Uranus visible far off in the sky, creating a tranquil and spacious backdrop against the brilliant sun.

*Variations in the User Prompts from chart to chart are just the result of random number generation in Python. I wrote a few arrays of various styles and methods to ask questions to change up the results. Every time this site writes an explanation or generates an image, the script picks from each at random.

I sequence the requests into multiple prompts because I find GPT 3.5 to perform much better with short, well-managed contexts. Thus, I track the context directly in Python and only ask ChatGPT targeted questions.

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 a decrease in The distance between Uranus and the Sun caused The number of agricultural sciences teachers in Florida to decrease. Include one good pun.

AI academic paper

(Because p < 0.01)
Reaching for the Stars: Exploring the Correlation Between Distance from the Sun and Agricultural Sciences Educators in Florida

Journal of Solar Systems Studies

Jan 2024

Reminder: This paper is AI-generated. Not real!
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 researcher writing an academic paper.You write titles and abstracts of goofy academic research papers.
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, and add unexpected twists in your writing.

Please draft the title and abstract of an academic research paper presenting the findings of the connection between The distance between Uranus and the Sun and The number of agricultural sciences teachers in Florida. Make it seem dry like academic research paper, but with lots of subtle hidden offhand remarks, jokes, goofy observations, and puns.

Make the title seem clever.

Your research team used data from Caclculated using Astropy and Bureau of Larbor Statistics to assess this nagging question. You found a correlation coefficient of 0.7769389 and p < 0.01 for 2003 to 2022.

Please respond in this format (replace "Lorem ipsum dolor sit" with your title and abstract)

[[TITLE]]
Lorem ipsum dolor sit

[[ABSTRACT]]
Lorem ipsum dolor sit



ChatGPT:
[[TITLE]]
"Reaching for the Stars: Exploring the Correlation Between Distance from the Sun and Agricultural Sciences Educators in Florida"

[[ABSTRACT]]
The curious connection between the distance of Uranus from the Sun and the number of agricultural sciences teachers in the state of Florida has long puzzled researchers and scholars alike. In this study, we utilized data from Astropy and the Bureau of Labor Statistics to delve into this enigmatic relationship. Our rigorous analysis revealed a surprising correlation coefficient of 0.7769389 with a statistically significant p-value of less than 0.01 for the time period spanning from 2003 to 2022. Our findings open the door to a plethora of potential interpretations and implications, transcending the bounds of traditional academia to reach for the stars – and perhaps even beyond.


Model: gpt-3.5-turbo-1106
System prompt: You are a researcher writing an academic paper.You draft the introduction 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 introduction section of an academic research paper presenting the findings of the connection between The distance between Uranus and the Sun and The number of agricultural sciences teachers in Florida. Make it seem dry like academic research paper, but with lots of subtle hidden offhand remarks, jokes, goofy observations, and puns. Stay serious and dry most of the time, but then occasionally let your wit shine through.

Here is the title and abstract of the paper:
[[TITLE]]
"Reaching for the Stars: Exploring the Correlation Between Distance from the Sun and Agricultural Sciences Educators in Florida"

[[ABSTRACT]]
The curious connection between the distance of Uranus from the Sun and the number of agricultural sciences teachers in the state of Florida has long puzzled researchers and scholars alike. In this study, we utilized data from Astropy and the Bureau of Labor Statistics to delve into this enigmatic relationship. Our rigorous analysis revealed a surprising correlation coefficient of 0.7769389 with a statistically significant p-value of less than 0.01 for the time period spanning from 2003 to 2022. Our findings open the door to a plethora of potential interpretations and implications, transcending the bounds of traditional academia to reach for the stars – and perhaps even beyond.

-------

Your response should start like this:

[[INTRODUCTION]]



ChatGPT:
INTRODUCTION

The relationship between celestial bodies and earthly occurrences has captivated the imaginations of scholars for centuries. From the tides influenced by the moon to the impact of solar flares on communication systems, the intersection of the cosmos and human affairs continues to spark profound inquiry. Amidst this cosmic tapestry, the peculiar linkage between the distance of Uranus from the Sun and the number of agricultural sciences educators in the sunshine state of Florida has emerged as a compelling enigma.

As we embark on this celestial expedition, it is important to acknowledge the inherent complexity of such an endeavor. While the correlation between planetary positions and earthly endeavors may at first glance appear far-fetched, the intricate web of causation and correlation in the universe often defies conventional expectations. This study strives to unravel the skein of connections between astronomical phenomena and pedagogical pursuits, shedding light on a correlation that has remained obscured in the shadow of conventional research paradigms.

Florida, renowned for its abundant citrus groves, diverse ecosystems, and vibrant agricultural landscape, stands as a microcosm of the agricultural tapestry woven across the United States. The role of educators in this domain is indispensable, serving as the custodians of knowledge and the cultivators of future agrarian leaders. Thus, the examination of the factors influencing the number of agricultural sciences teachers in this dynamic state carries far-reaching implications for both pedagogy and agricultural sustainability.

In exploring this uncharted celestial correlation, we adopt a multidisciplinary approach, drawing upon the realms of astronomy, education, and statistical analysis to guide our inquiry. Leveraging data from authoritative sources such as Astropy and the Bureau of Labor Statistics, we seek to unlock the cosmic code behind the distribution of agricultural sciences educators in Florida. Our pursuit is not merely an exercise in statistical scrutiny, but a cosmic pilgrimage that transcends the boundaries of traditional academic inquiry, beckoning us to navigate the interstellar expanse in pursuit of scientific enlightenment.

The journey that lies ahead promises to be as illuminating as it is unexpected. Through our rigorous analysis, we unveil a startling correlation coefficient and a cryptic p-value that carry profound implications for our understanding of the cosmic tapestry. These findings propel us into the uncharted cosmos of interdisciplinary research, marking a transformative leap that unveils the celestial dimensions of agricultural education.

As we navigate the celestial sea of correlations, let us boldly go where statistical analyses have not gone before, charting a course that promises to enrich our understanding of the universe – and perhaps yield a few astronomical puns along the way.


Model: gpt-3.5-turbo-1106
System prompt: You are a researcher writing an academic paper.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 The distance between Uranus and the Sun and The number of agricultural sciences teachers in Florida. 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]]
"Reaching for the Stars: Exploring the Correlation Between Distance from the Sun and Agricultural Sciences Educators in Florida"

[[ABSTRACT]]
The curious connection between the distance of Uranus from the Sun and the number of agricultural sciences teachers in the state of Florida has long puzzled researchers and scholars alike. In this study, we utilized data from Astropy and the Bureau of Labor Statistics to delve into this enigmatic relationship. Our rigorous analysis revealed a surprising correlation coefficient of 0.7769389 with a statistically significant p-value of less than 0.01 for the time period spanning from 2003 to 2022. Our findings open the door to a plethora of potential interpretations and implications, transcending the bounds of traditional academia to reach for the stars – and perhaps even beyond.

-------

And here is the introduction section that led to this literature review:
[[INTRODUCTION]]
INTRODUCTION
The relationship between celestial bodies and earthly occurrences has captivated the imaginations of scholars for centuries. From the tides influenced by the moon to the impact of solar flares on communication systems, the intersection of the cosmos and human affairs continues to spark profound inquiry. Amidst this cosmic tapestry, the peculiar linkage between the distance of Uranus from the Sun and the number of agricultural sciences educators in the sunshine state of Florida has emerged as a compelling enigma.
As we embark on this celestial expedition, it is important to acknowledge the inherent complexity of such an endeavor. While the correlation between planetary positions and earthly endeavors may at first glance appear far-fetched, the intricate web of causation and correlation in the universe often defies conventional expectations. This study strives to unravel the skein of connections between astronomical phenomena and pedagogical pursuits, shedding light on a correlation that has remained obscured in the shadow of conventional research paradigms.
Florida, renowned for its abundant citrus groves, diverse ecosystems, and vibrant agricultural landscape, stands as a microcosm of the agricultural tapestry woven across the United States. The role of educators in this domain is indispensable, serving as the custodians of knowledge and the cultivators of future agrarian leaders. Thus, the examination of the factors influencing the number of agricultural sciences teachers in this dynamic state carries far-reaching implications for both pedagogy and agricultural sustainability.
In exploring this uncharted celestial correlation, we adopt a multidisciplinary approach, drawing upon the realms of astronomy, education, and statistical analysis to guide our inquiry. Leveraging data from authoritative sources such as Astropy and the Bureau of Labor Statistics, we seek to unlock the cosmic code behind the distribution of agricultural sciences educators in Florida. Our pursuit is not merely an exercise in statistical scrutiny, but a cosmic pilgrimage that transcends the boundaries of traditional academic inquiry, beckoning us to navigate the interstellar expanse in pursuit of scientific enlightenment.
The journey that lies ahead promises to be as illuminating as it is unexpected. Through our rigorous analysis, we unveil a startling correlation coefficient and a cryptic p-value that carry profound implications for our understanding of the cosmic tapestry. These findings propel us into the uncharted cosmos of interdisciplinary research, marking a transformative leap that unveils the celestial dimensions of agricultural education.
As we navigate the celestial sea of correlations, let us boldly go where statistical analyses have not gone before, charting a course that promises to enrich our understanding of the universe – and perhaps yield a few astronomical puns along the way.

-------

Your response should start like this:

[[LITERATURE REVIEW]]



ChatGPT:
[[LITERATURE REVIEW]]
The correlation between the distance of Uranus from the Sun and the number of agricultural sciences teachers in the state of Florida has perplexed scholars for decades, prompting extensive exploration of both celestial and vocational domains. Smith et al. (2015) delved into the astrological aspects of this enigmatic relationship, considering the potential influence of planetary alignments on pedagogical landscapes. In a similar vein, Doe (2018) scrutinized the demographic distribution of educators in relation to astronomical phenomena, offering a thought-provoking contemplation of cosmic influences on educational trajectories.

Concurrent with these studies, Jones (2020) examined the societal impact of celestial events, discussing the potential ramifications of planetary distances on occupational choices. These comprehensive analyses provided a foundation for our current investigation, offering valuable insights into the interplay between celestial mechanics and terrestrial vocations. However, the extant literature remains conspicuously silent on the specific connection between Uranus and the agricultural sciences educators in Florida.

Beyond the scholarly realm, several non-fiction works have contributed to the discourse surrounding cosmic phenomena and terrestrial affairs. "Cosmic Coincidences" by William R. Corliss presents a compendium of serendipitous occurrences in the universe, inviting consideration of the intricate web of celestial connections that permeate everyday life. Similarly, Neil deGrasse Tyson's "Astrophysics for People in a Hurry" offers a succinct yet captivating exploration of cosmic concepts, providing valuable context for our inquiry into the cosmic implications of agricultural education.

On a more imaginative note, literary works such as "The Martian" by Andy Weir and "The Hitchhiker's Guide to the Galaxy" by Douglas Adams beckon readers into the whimsical realm of extraterrestrial adventures, instigating contemplation of cosmic phenomena through the lens of fiction. While these literary works may not directly address the correlation under investigation, they exemplify the enduring fascination with celestial bodies and their potential impact on earthly endeavors.

In our pursuit of diverse perspectives, we also ventured beyond traditional scholarly resources, considering unconventional sources that intersect with the cosmic and vocational realms. Indeed, the backs of shampoo bottles, adorned with celestial-themed motifs promoting cosmic shine and planetary nourishment, offered an unexpected yet enlightening glimpse into the prevalent influence of celestial imagery in mundane consumer products. While not scholarly in nature, these unorthodox sources emphasized the ubiquity of cosmic motifs in daily life, provoking contemplation of the clandestine connection between celestial bodies and agricultural education.

Amidst this eclectic constellation of literature, our exploration embarked upon the celestial pathways of inquiry, integrating scholarly, non-fiction, and fictional sources to unravel the enigma of Uranus and its potential influence on the agricultural sciences educators in the sunshine state of Florida.


Model: gpt-3.5-turbo-1106
System prompt: You are a researcher writing an academic paper.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 The distance between Uranus and the Sun and The number of agricultural sciences teachers in Florida. Make it seem dry like academic research paper, but with lots of subtle hidden offhand remarks, jokes, goofy observations, and puns. Stay serious and dry most of the time, but then occasionally let your wit shine through.

Your research team collected data from all across the internet, but mostly just used information from Caclculated using Astropy and Bureau of Larbor Statistics . You used data from 2003 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]]
"Reaching for the Stars: Exploring the Correlation Between Distance from the Sun and Agricultural Sciences Educators in Florida"

[[ABSTRACT]]
The curious connection between the distance of Uranus from the Sun and the number of agricultural sciences teachers in the state of Florida has long puzzled researchers and scholars alike. In this study, we utilized data from Astropy and the Bureau of Labor Statistics to delve into this enigmatic relationship. Our rigorous analysis revealed a surprising correlation coefficient of 0.7769389 with a statistically significant p-value of less than 0.01 for the time period spanning from 2003 to 2022. Our findings open the door to a plethora of potential interpretations and implications, transcending the bounds of traditional academia to reach for the stars – and perhaps even beyond.

[[INTRODUCTION]]
INTRODUCTION
The relationship between celestial bodies and earthly occurrences has captivated the imaginations of scholars for centuries. From the tides influenced by the moon to the impact of solar flares on communication systems, the intersection of the cosmos and human affairs continues to spark profound inquiry. Amidst this cosmic tapestry, the peculiar linkage between the distance of Uranus from the Sun and the number of agricultural sciences educators in the sunshine state of Florida has emerged as a compelling enigma.
As we embark on this celestial expedition, it is important to acknowledge the inherent complexity of such an endeavor. While the correlation between planetary positions and earthly endeavors may at first glance appear far-fetched, the intricate web of causation and correlation in the universe often defies conventional expectations. This study strives to unravel the skein of connections between astronomical phenomena and pedagogical pursuits, shedding light on a correlation that has remained obscured in the shadow of conventional research paradigms.
Florida, renowned for its abundant citrus groves, diverse ecosystems, and vibrant agricultural landscape, stands as a microcosm of the agricultural tapestry woven across the United States. The role of educators in this domain is indispensable, serving as the custodians of knowledge and the cultivators of future agrarian leaders. Thus, the examination of the factors influencing the number of agricultural sciences teachers in this dynamic state carries far-reaching implications for both pedagogy and agricultural sustainability.
In exploring this uncharted celestial correlation, we adopt a multidisciplinary approach, drawing upon the realms of astronomy, education, and statistical analysis to guide our inquiry. Leveraging data from authoritative sources such as Astropy and the Bureau of Labor Statistics, we seek to unlock the cosmic code behind the distribution of agricultural sciences educators in Florida. Our pursuit is not merely an exercise in statistical scrutiny, but a cosmic pilgrimage that transcends the boundaries of traditional academic inquiry, beckoning us to navigate the interstellar expanse in pursuit of scientific enlightenment.
The journey that lies ahead promises to be as illuminating as it is unexpected. Through our rigorous analysis, we unveil a startling correlation coefficient and a cryptic p-value that carry profound implications for our understanding of the cosmic tapestry. These findings propel us into the uncharted cosmos of interdisciplinary research, marking a transformative leap that unveils the celestial dimensions of agricultural education.
As we navigate the celestial sea of correlations, let us boldly go where statistical analyses have not gone before, charting a course that promises to enrich our understanding of the universe – and perhaps yield a few astronomical puns along the way.

-------

Your response should start like this:

[[METHODOLOGY]]



ChatGPT:

**[[METHODOLOGY]]**

**Data Collection:**

The data utilized in this research endeavor was collected from various sources spanning the period from 2003 to 2022. The distance between Uranus and the Sun was calculated using the Astropy library, a powerful and versatile tool for the analysis of astronomical data. Given the astronomical distances involved, our research team extends profound gratitude to the esteemed developers of Astropy for enabling us to embark on this cosmic exploration without getting lost in space.

Meanwhile, the number of agricultural sciences teachers in Florida was extracted from the Bureau of Labor Statistics, serving as a cornerstone of our empirical investigation. Traversing the corridors of internet archives and statistical databases, our intrepid researchers navigated through cyberspace like interstellar voyagers charting a course through the cosmic sea of data.

**Statistical Analysis:**

With the data at our disposal, our statistical analysis employed various essential techniques, including inferential statistics, correlation analyses, and regression models, in order to ascertain the relationship between the distance of Uranus from the Sun and the number of agricultural sciences educators in Florida. Our chosen statistical methods were illuminated by the brilliance of constellations of mathematical equations, guiding us through the celestial expanse of data analysis.

The correlation coefficient and the associated p-value were calculated, invoking the enigmatic forces of statistical significance to discern the cosmic dance between these seemingly disparate variables. These quantitative measures propelled us into the realm of statistical interpretation, where we were tasked with deciphering the cosmic codes hidden within the numerical outcomes.

**Multidisciplinary Approach:**

In our quest to disentangle the cosmic correlation between astronomical phenomena and earthly vocations, a multidisciplinary framework was adopted. Drawing upon the fields of astronomy, education, and statistical analysis, our approach embraced the interstellar harmony of diverse disciplines, much like celestial bodies orbiting in cosmic unity. This cross-disciplinary endeavor allowed us to transcend traditional academic boundaries and pursue an integrative understanding of the cosmic tapestry that shapes our world.

**Interstellar Interpolation (Novel Methodology Alert!):**

Amidst the rigors of statistical analysis and multidisciplinary integration, our research team devised a novel methodology to account for the cosmic vagaries influencing agricultural education. Dubbed "interstellar interpolation," this unorthodox but cosmically inspired approach involves extrapolating data trends from the far reaches of our solar system to elucidate the earthly manifestations of celestial forces. This daring interpolation technique propelled our research into uncharted astronomical realms, rendering the cosmic distances of Uranus not merely astronomical, but academically intriguing.

Together, these methodological endeavors formed the cosmic fabric of our research, weaving a tapestry of statistical scrutiny, multidisciplinary convergence, and a sprinkle of interstellar interpolation – a cosmic pilgrimage indeed!


Model: gpt-3.5-turbo-1106
System prompt: You are a researcher writing an academic paper.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 The distance between Uranus and the Sun and The number of agricultural sciences teachers in Florida. Make it seem dry like academic research paper, but with lots of subtle hidden offhand remarks, jokes, goofy observations, and puns. Stay serious and dry most of the time, but then occasionally let your wit shine through.

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

For the time period 2003 to 2022, you found a correlation 0.7769389, r-squared of 0.6036340, 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]]
"Reaching for the Stars: Exploring the Correlation Between Distance from the Sun and Agricultural Sciences Educators in Florida"

[[ABSTRACT]]
The curious connection between the distance of Uranus from the Sun and the number of agricultural sciences teachers in the state of Florida has long puzzled researchers and scholars alike. In this study, we utilized data from Astropy and the Bureau of Labor Statistics to delve into this enigmatic relationship. Our rigorous analysis revealed a surprising correlation coefficient of 0.7769389 with a statistically significant p-value of less than 0.01 for the time period spanning from 2003 to 2022. Our findings open the door to a plethora of potential interpretations and implications, transcending the bounds of traditional academia to reach for the stars – and perhaps even beyond.

-------

And here is the methodology section that led to this result:
[[METHODOLOGY]]
INTRODUCTION
The relationship between celestial bodies and earthly occurrences has captivated the imaginations of scholars for centuries. From the tides influenced by the moon to the impact of solar flares on communication systems, the intersection of the cosmos and human affairs continues to spark profound inquiry. Amidst this cosmic tapestry, the peculiar linkage between the distance of Uranus from the Sun and the number of agricultural sciences educators in the sunshine state of Florida has emerged as a compelling enigma.
As we embark on this celestial expedition, it is important to acknowledge the inherent complexity of such an endeavor. While the correlation between planetary positions and earthly endeavors may at first glance appear far-fetched, the intricate web of causation and correlation in the universe often defies conventional expectations. This study strives to unravel the skein of connections between astronomical phenomena and pedagogical pursuits, shedding light on a correlation that has remained obscured in the shadow of conventional research paradigms.
Florida, renowned for its abundant citrus groves, diverse ecosystems, and vibrant agricultural landscape, stands as a microcosm of the agricultural tapestry woven across the United States. The role of educators in this domain is indispensable, serving as the custodians of knowledge and the cultivators of future agrarian leaders. Thus, the examination of the factors influencing the number of agricultural sciences teachers in this dynamic state carries far-reaching implications for both pedagogy and agricultural sustainability.
In exploring this uncharted celestial correlation, we adopt a multidisciplinary approach, drawing upon the realms of astronomy, education, and statistical analysis to guide our inquiry. Leveraging data from authoritative sources such as Astropy and the Bureau of Labor Statistics, we seek to unlock the cosmic code behind the distribution of agricultural sciences educators in Florida. Our pursuit is not merely an exercise in statistical scrutiny, but a cosmic pilgrimage that transcends the boundaries of traditional academic inquiry, beckoning us to navigate the interstellar expanse in pursuit of scientific enlightenment.
The journey that lies ahead promises to be as illuminating as it is unexpected. Through our rigorous analysis, we unveil a startling correlation coefficient and a cryptic p-value that carry profound implications for our understanding of the cosmic tapestry. These findings propel us into the uncharted cosmos of interdisciplinary research, marking a transformative leap that unveils the celestial dimensions of agricultural education.
As we navigate the celestial sea of correlations, let us boldly go where statistical analyses have not gone before, charting a course that promises to enrich our understanding of the universe – and perhaps yield a few astronomical puns along the way.

-------

Your response should start like this:

[[RESULTS]]



ChatGPT:

[[RESULTS]]

We are pleased to report the results of our investigation into the intriguing correlation between the distance of Uranus from the Sun and the number of agricultural sciences educators in the state of Florida. Our analysis encompassed the time period from 2003 to 2022, utilizing data from Astropy and the Bureau of Labor Statistics to illuminate this cosmic connection.

The correlation coefficient we uncovered between the distance of Uranus from the Sun and the number of agricultural sciences educators in Florida was found to be a robust 0.7769389. This finding suggests a strong positive relationship between these two seemingly disparate phenomena, defying conventional expectations and prompting a reevaluation of the interstellar influence on educational landscapes.

Moreover, the r-squared value of 0.6036340 indicates that approximately 60.36% of the variation in the number of agricultural sciences educators in Florida can be explained by the distance of Uranus from the Sun. This statistical insight further highlights the substantive impact of celestial positioning on the earthly realm of agricultural education, paving the way for innovative interpretations and cosmic contemplations.

The p-value of less than 0.01 substantiates the significance of our findings, underscoring the robustness of the observed correlation and validating its departure from mere cosmic coincidence. This statistical result reaffirms the legitimacy of the unearthly connection we have unveiled, beckoning us to explore the celestial dimensions of educational dynamics with unabated curiosity and scholarly rigor.

Ultimately, our findings invite a reimagining of the conventional boundaries of educational research, encapsulating the captivating intersection of celestial mechanics and pedagogical realities within the Sunshine State. As we present these results, our minds are propelled to ponder the cosmic dance of Uranus and the implications it holds for the cultivation of agricultural knowledge among Florida's educators.

Furthermore, we have included a scatterplot (Fig. 1) that visually depicts the compelling correlation between the distance of Uranus from the Sun and the number of agricultural sciences educators in Florida. This graphical representation underscores the robustness of our findings and serves as a cosmic canvas upon which the interstellar influence on earthly endeavors is strikingly portrayed.

In summation, our examination of the correlation between the distance of Uranus from the Sun and the number of agricultural sciences educators in Florida has uncovered a significant and thought-provoking relationship. These results not only challenge conventional research paradigms but also tantalizingly beckon us to consider the broader cosmic implications of educational dynamics. As we chart new intellectual territories, we emerge enlightened by the cosmic revelations that have unfolded and eager to delve deeper into the celestial depths of educational inquiry.


Model: gpt-3.5-turbo-1106
System prompt: You are a researcher writing an academic paper.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 The distance between Uranus and the Sun and The number of agricultural sciences teachers in Florida. Make it seem dry like academic research paper, but with lots of subtle hidden offhand remarks, jokes, goofy observations, and puns. Stay serious and dry most of the time, but then occasionally let your wit shine through.

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]]
"Reaching for the Stars: Exploring the Correlation Between Distance from the Sun and Agricultural Sciences Educators in Florida"

[[ABSTRACT]]
The curious connection between the distance of Uranus from the Sun and the number of agricultural sciences teachers in the state of Florida has long puzzled researchers and scholars alike. In this study, we utilized data from Astropy and the Bureau of Labor Statistics to delve into this enigmatic relationship. Our rigorous analysis revealed a surprising correlation coefficient of 0.7769389 with a statistically significant p-value of less than 0.01 for the time period spanning from 2003 to 2022. Our findings open the door to a plethora of potential interpretations and implications, transcending the bounds of traditional academia to reach for the stars – and perhaps even beyond.

[[LITERATURE REVIEW]]
The correlation between the distance of Uranus from the Sun and the number of agricultural sciences teachers in the state of Florida has perplexed scholars for decades, prompting extensive exploration of both celestial and vocational domains. Smith et al. (2015) delved into the astrological aspects of this enigmatic relationship, considering the potential influence of planetary alignments on pedagogical landscapes. In a similar vein, Doe (2018) scrutinized the demographic distribution of educators in relation to astronomical phenomena, offering a thought-provoking contemplation of cosmic influences on educational trajectories.
Concurrent with these studies, Jones (2020) examined the societal impact of celestial events, discussing the potential ramifications of planetary distances on occupational choices. These comprehensive analyses provided a foundation for our current investigation, offering valuable insights into the interplay between celestial mechanics and terrestrial vocations. However, the extant literature remains conspicuously silent on the specific connection between Uranus and the agricultural sciences educators in Florida.
Beyond the scholarly realm, several non-fiction works have contributed to the discourse surrounding cosmic phenomena and terrestrial affairs. "Cosmic Coincidences" by William R. Corliss presents a compendium of serendipitous occurrences in the universe, inviting consideration of the intricate web of celestial connections that permeate everyday life. Similarly, Neil deGrasse Tyson's "Astrophysics for People in a Hurry" offers a succinct yet captivating exploration of cosmic concepts, providing valuable context for our inquiry into the cosmic implications of agricultural education.
On a more imaginative note, literary works such as "The Martian" by Andy Weir and "The Hitchhiker's Guide to the Galaxy" by Douglas Adams beckon readers into the whimsical realm of extraterrestrial adventures, instigating contemplation of cosmic phenomena through the lens of fiction. While these literary works may not directly address the correlation under investigation, they exemplify the enduring fascination with celestial bodies and their potential impact on earthly endeavors.
In our pursuit of diverse perspectives, we also ventured beyond traditional scholarly resources, considering unconventional sources that intersect with the cosmic and vocational realms. Indeed, the backs of shampoo bottles, adorned with celestial-themed motifs promoting cosmic shine and planetary nourishment, offered an unexpected yet enlightening glimpse into the prevalent influence of celestial imagery in mundane consumer products. While not scholarly in nature, these unorthodox sources emphasized the ubiquity of cosmic motifs in daily life, provoking contemplation of the clandestine connection between celestial bodies and agricultural education.
Amidst this eclectic constellation of literature, our exploration embarked upon the celestial pathways of inquiry, integrating scholarly, non-fiction, and fictional sources to unravel the enigma of Uranus and its potential influence on the agricultural sciences educators in the sunshine state of Florida.

[[RESULTS]]
We are pleased to report the results of our investigation into the intriguing correlation between the distance of Uranus from the Sun and the number of agricultural sciences educators in the state of Florida. Our analysis encompassed the time period from 2003 to 2022, utilizing data from Astropy and the Bureau of Labor Statistics to illuminate this cosmic connection.
The correlation coefficient we uncovered between the distance of Uranus from the Sun and the number of agricultural sciences educators in Florida was found to be a robust 0.7769389. This finding suggests a strong positive relationship between these two seemingly disparate phenomena, defying conventional expectations and prompting a reevaluation of the interstellar influence on educational landscapes.
Moreover, the r-squared value of 0.6036340 indicates that approximately 60.36% of the variation in the number of agricultural sciences educators in Florida can be explained by the distance of Uranus from the Sun. This statistical insight further highlights the substantive impact of celestial positioning on the earthly realm of agricultural education, paving the way for innovative interpretations and cosmic contemplations.
The p-value of less than 0.01 substantiates the significance of our findings, underscoring the robustness of the observed correlation and validating its departure from mere cosmic coincidence. This statistical result reaffirms the legitimacy of the unearthly connection we have unveiled, beckoning us to explore the celestial dimensions of educational dynamics with unabated curiosity and scholarly rigor.
Ultimately, our findings invite a reimagining of the conventional boundaries of educational research, encapsulating the captivating intersection of celestial mechanics and pedagogical realities within the Sunshine State. As we present these results, our minds are propelled to ponder the cosmic dance of Uranus and the implications it holds for the cultivation of agricultural knowledge among Florida's educators.
Furthermore, we have included a scatterplot (Fig. 1) that visually depicts the compelling correlation between the distance of Uranus from the Sun and the number of agricultural sciences educators in Florida. This graphical representation underscores the robustness of our findings and serves as a cosmic canvas upon which the interstellar influence on earthly endeavors is strikingly portrayed.
In summation, our examination of the correlation between the distance of Uranus from the Sun and the number of agricultural sciences educators in Florida has uncovered a significant and thought-provoking relationship. These results not only challenge conventional research paradigms but also tantalizingly beckon us to consider the broader cosmic implications of educational dynamics. As we chart new intellectual territories, we emerge enlightened by the cosmic revelations that have unfolded and eager to delve deeper into the celestial depths of educational inquiry.

-------

Your response should start like this:

[[DISCUSSION]]



ChatGPT:

The results of our study have unveiled a cosmic correlation between the distance of Uranus from the Sun and the number of agricultural sciences educators in the state of Florida, providing empirical support for the long-debated connection between celestial mechanics and terrestrial vocations. Amidst the veils of cosmic mystery, our statistical analysis has illuminated a compelling relationship, shedding light on the enigmatic interplay between planetary positions and pedagogical pursuits, which transcends the conventional boundaries of educational inquiry.

Harking back to the literature review, while some might dismiss the astrological musings of Smith et al. (2015) and Doe (2018) as mere cosmic conjecture, our findings have lent empirical weight to their celestial contemplations. As we reflect on these seemingly whimsical inquiries, it is indeed remarkable how the cosmic dance of Uranus has choreographed an unconventional yet statistically robust association with the agricultural sciences educators in Florida. So, perhaps these erstwhile esoteric explorations were not as otherworldly as commonly thought.

Intriguingly, our statistical analysis has yielded a surprising correlation coefficient of 0.7769389, which is quite astronomical, pun intended, in its strength. This considerable correlation, combined with a statistically significant p-value of less than 0.01, corroborates the substantial influence of Uranus's celestial positioning on the earthly domain of agricultural education. It seems the planetary pull of Uranus extends beyond its gravitational reach to exert a palpable effect on the pedagogical landscapes of the Sunshine State.

Furthermore, our results have illuminated approximately 60.36% of the variation in the number of agricultural sciences educators in Florida can be attributed to the celestial positioning of Uranus. This statistical insight underscores the profound impact of cosmic distances, captivatingly painting the interstellar canvas with the vibrant hues of statistical significance and empirical relevance.

Our findings not only resonate with the celestial contemplations of Jones (2020) but also transcend the mundane tropes of educational research, inviting us to commune with the cosmic energies that influence the vocational tapestry of Florida. As we stand at this cosmic juncture, our minds are propelled to ponder the interstellar dance of Uranus and its implications for the cultivation of agricultural knowledge among Florida's educators, beckoning us to delve deeper into the celestial depths of educational inquiry with unabated curiosity and scholarly rigor.

As we contemplate the implications of our findings, let us marvel at the cosmic symphony that infuses mundane vocations with celestial resonances. Furthermore, as we chart these intellectual territories, we emerge enlightened by the cosmic revelations that have unfolded, harboring an unyielding sense of wonder and curiosity for the cosmic connections that permeate our earthly endeavors.


Model: gpt-3.5-turbo-1106
System prompt: You are a researcher writing an academic paper.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 The distance between Uranus and the Sun and The number of agricultural sciences teachers in Florida. Make it seem dry like academic research paper, but with lots of subtle hidden offhand remarks, jokes, goofy observations, and puns. Stay serious and dry most of the time, but then occasionally let your wit shine through.

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]]
"Reaching for the Stars: Exploring the Correlation Between Distance from the Sun and Agricultural Sciences Educators in Florida"

[[ABSTRACT]]
The curious connection between the distance of Uranus from the Sun and the number of agricultural sciences teachers in the state of Florida has long puzzled researchers and scholars alike. In this study, we utilized data from Astropy and the Bureau of Labor Statistics to delve into this enigmatic relationship. Our rigorous analysis revealed a surprising correlation coefficient of 0.7769389 with a statistically significant p-value of less than 0.01 for the time period spanning from 2003 to 2022. Our findings open the door to a plethora of potential interpretations and implications, transcending the bounds of traditional academia to reach for the stars – and perhaps even beyond.

[[INTRDUCTION]]
INTRODUCTION
The relationship between celestial bodies and earthly occurrences has captivated the imaginations of scholars for centuries. From the tides influenced by the moon to the impact of solar flares on communication systems, the intersection of the cosmos and human affairs continues to spark profound inquiry. Amidst this cosmic tapestry, the peculiar linkage between the distance of Uranus from the Sun and the number of agricultural sciences educators in the sunshine state of Florida has emerged as a compelling enigma.
As we embark on this celestial expedition, it is important to acknowledge the inherent complexity of such an endeavor. While the correlation between planetary positions and earthly endeavors may at first glance appear far-fetched, the intricate web of causation and correlation in the universe often defies conventional expectations. This study strives to unravel the skein of connections between astronomical phenomena and pedagogical pursuits, shedding light on a correlation that has remained obscured in the shadow of conventional research paradigms.
Florida, renowned for its abundant citrus groves, diverse ecosystems, and vibrant agricultural landscape, stands as a microcosm of the agricultural tapestry woven across the United States. The role of educators in this domain is indispensable, serving as the custodians of knowledge and the cultivators of future agrarian leaders. Thus, the examination of the factors influencing the number of agricultural sciences teachers in this dynamic state carries far-reaching implications for both pedagogy and agricultural sustainability.
In exploring this uncharted celestial correlation, we adopt a multidisciplinary approach, drawing upon the realms of astronomy, education, and statistical analysis to guide our inquiry. Leveraging data from authoritative sources such as Astropy and the Bureau of Labor Statistics, we seek to unlock the cosmic code behind the distribution of agricultural sciences educators in Florida. Our pursuit is not merely an exercise in statistical scrutiny, but a cosmic pilgrimage that transcends the boundaries of traditional academic inquiry, beckoning us to navigate the interstellar expanse in pursuit of scientific enlightenment.
The journey that lies ahead promises to be as illuminating as it is unexpected. Through our rigorous analysis, we unveil a startling correlation coefficient and a cryptic p-value that carry profound implications for our understanding of the cosmic tapestry. These findings propel us into the uncharted cosmos of interdisciplinary research, marking a transformative leap that unveils the celestial dimensions of agricultural education.
As we navigate the celestial sea of correlations, let us boldly go where statistical analyses have not gone before, charting a course that promises to enrich our understanding of the universe – and perhaps yield a few astronomical puns along the way.

[[RESULTS]]
We are pleased to report the results of our investigation into the intriguing correlation between the distance of Uranus from the Sun and the number of agricultural sciences educators in the state of Florida. Our analysis encompassed the time period from 2003 to 2022, utilizing data from Astropy and the Bureau of Labor Statistics to illuminate this cosmic connection.
The correlation coefficient we uncovered between the distance of Uranus from the Sun and the number of agricultural sciences educators in Florida was found to be a robust 0.7769389. This finding suggests a strong positive relationship between these two seemingly disparate phenomena, defying conventional expectations and prompting a reevaluation of the interstellar influence on educational landscapes.
Moreover, the r-squared value of 0.6036340 indicates that approximately 60.36% of the variation in the number of agricultural sciences educators in Florida can be explained by the distance of Uranus from the Sun. This statistical insight further highlights the substantive impact of celestial positioning on the earthly realm of agricultural education, paving the way for innovative interpretations and cosmic contemplations.
The p-value of less than 0.01 substantiates the significance of our findings, underscoring the robustness of the observed correlation and validating its departure from mere cosmic coincidence. This statistical result reaffirms the legitimacy of the unearthly connection we have unveiled, beckoning us to explore the celestial dimensions of educational dynamics with unabated curiosity and scholarly rigor.
Ultimately, our findings invite a reimagining of the conventional boundaries of educational research, encapsulating the captivating intersection of celestial mechanics and pedagogical realities within the Sunshine State. As we present these results, our minds are propelled to ponder the cosmic dance of Uranus and the implications it holds for the cultivation of agricultural knowledge among Florida's educators.
Furthermore, we have included a scatterplot (Fig. 1) that visually depicts the compelling correlation between the distance of Uranus from the Sun and the number of agricultural sciences educators in Florida. This graphical representation underscores the robustness of our findings and serves as a cosmic canvas upon which the interstellar influence on earthly endeavors is strikingly portrayed.
In summation, our examination of the correlation between the distance of Uranus from the Sun and the number of agricultural sciences educators in Florida has uncovered a significant and thought-provoking relationship. These results not only challenge conventional research paradigms but also tantalizingly beckon us to consider the broader cosmic implications of educational dynamics. As we chart new intellectual territories, we emerge enlightened by the cosmic revelations that have unfolded and eager to delve deeper into the celestial depths of educational inquiry.

-------

Your response should start like this:

[[CONCLUSION]]



ChatGPT:

[[CONCLUSION]]

In conclusion, our exploration of the correlation between the distance of Uranus from the Sun and the number of agricultural sciences educators in Florida has yielded intriguing findings that defy the bounds of conventional scholarly inquiry. The robust correlation coefficient of 0.7769389, along with a statistically significant p-value of less than 0.01, speaks to the enigmatic cosmic dance that seemingly influences the earthly realm of educational dynamics. As we reflect on these results, it becomes evident that the interstellar tapestry of Uranus holds unexpected implications for the terrestrial landscape of agricultural education within the Sunshine State.

Our study not only elucidates a celestial correlation but also invites a cosmic contemplation of the interplay between planetary positioning and pedagogical reality. The r-squared value of 0.6036340 indicates that over 60% of the variation in the number of agricultural sciences educators in Florida can be attributed to the distant allure of Uranus, prompting us to ponder the cosmic web that intricately weaves educational phenomena with celestial mechanics.

We acknowledge the limitations of our study, including the absence of causal inference and the potential for confounding variables. However, the perplexing revelations unveiled through our rigorous analysis beckon us to reconsider the conventional boundaries of educational research, serving as a cosmic clarion call that propels us toward the uncharted realms of interdisciplinary inquiry.

As we look to the future, our findings offer a cosmic canvas upon which to paint innovative research trajectories that bridge the celestial and earthly domains. The compelling scatterplot presented in Fig. 1 serves as a poignant visual representation of the interstellar influence on agricultural education, inviting us to chart further cosmic explorations in pursuit of scholarly enlightenment.

In concluding our cosmic voyage, we assert that this study not only sheds light on the celestial dimensions of educational dynamics but also leaves us starry-eyed with cosmic curiosity. It is our hope that these findings inspire future scholars to boldly go where statistical analyses have not gone before, as we prepare to measure the galactic distance that separates Uranus from the field of agricultural education.

Thus, with a nod to the celestial dance that guides our scholarly odyssey, we assert that further research in this area is unnecessary. After all, who needs more evidence when we've already reached for the stars?


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 Reaching for the Stars: Exploring the Correlation Between Distance from the Sun and Agricultural Sciences Educators in Florida. Respond only with the name of a fictional academic journal.

ChatGPT:

Journal of Solar Systems Studies


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 Reaching for the Stars: Exploring the Correlation Between Distance from the Sun and Agricultural Sciences Educators in Florida. Respond only with the name of a fictional organization.

ChatGPT:

The Benevolent Society for Interstellar Botanical Research


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 Reaching for the Stars: Exploring the Correlation Between Distance from the Sun and Agricultural Sciences Educators in Florida with an abstract of The curious connection between the distance of Uranus from the Sun and the number of agricultural sciences teachers in the state of Florida has long puzzled researchers and scholars alike. In this study, we utilized data from Astropy and the Bureau of Labor Statistics to delve into this enigmatic relationship. Our rigorous analysis revealed a surprising correlation coefficient of 0.7769389 with a statistically significant p-value of less than 0.01 for the time period spanning from 2003 to 2022. Our findings open the door to a plethora of potential interpretations and implications, transcending the bounds of traditional academia to reach for the stars – and perhaps even beyond.

ChatGPT:

distance from the Sun, Uranus, agricultural sciences, educators, Florida, correlation, Astropy, Bureau of Labor Statistics, correlation coefficient, p-value, interpretation, implications

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



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Data details

The distance between Uranus and the Sun
Detailed data title: The average distance between Uranus and the Sun as measured on the first day of each month
Source: Caclculated using Astropy
Additional Info: I wrote a Python script using Astropy to calculate the distance between the named planets on the first day of each month for every year.

See what else correlates with The distance between Uranus and the Sun

The number of agricultural sciences teachers in Florida
Detailed data title: BLS estimate of agricultural sciences teachers, postsecondary in Florida
Source: Bureau of Larbor Statistics
See what else correlates with The number of agricultural sciences teachers in Florida

Correlation r = 0.7769389 (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 = 0.6036340 (Coefficient of determination)
This means 60.4% of the change in the one variable (i.e., The number of agricultural sciences teachers in Florida) is predictable based on the change in the other (i.e., The distance between Uranus and the Sun) over the 20 years from 2003 through 2022.

p < 0.01, which is statistically significant(Null hypothesis significance test)
The p-value is 5.6E-5. 0.0000559013222801742100000000
The p-value is a measure of how probable it is that we would randomly find a result this extreme. 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 0.78 in 0.0056% of random cases. Said differently, if you correlated 17,889 random variables Which I absolutely did.
with the same 19 degrees of freedom, Degrees of freedom is a measure of how many free components we are testing. In this case it is 19 because we have two variables measured over a period of 20 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.

[ 0.51, 0.91 ] 95% correlation confidence interval (using the Fisher z-transformation)
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: 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.
20032004200520062007200820092010201120122013201420152016201720182019202020212022
The distance between Uranus and the Sun (Planetary distance (AU))20.025720.047520.065820.080420.090920.096820.097520.092920.082620.066820.045920.020319.990719.957419.921119.88219.840319.795619.74819.6971
The number of agricultural sciences teachers in Florida (Laborers)7101706606906206705805905005205104504003804204003903805060




Why this works

  1. Data dredging: I have 25,153 variables in my database. I compare all these variables against each other to find ones that randomly match up. That's 632,673,409 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.
  2. Lack of causal connection: There is probably 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.
  3. 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 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.
  4. Y-axis doesn't start at zero: I truncated the Y-axes of the graph above. I also used a line graph, which makes the visual connection stand out more than it deserves. Nothing against line graphs. They are great at telling a story when you have linear data! But visually it is deceptive because the only data is at the points on the graph, not the lines on the graph. In between each point, the data could have been doing anything. Like going for a random walk by itself!
    Mathematically what I showed is true, but it is intentionally misleading. Below is the same chart but with both Y-axes starting at zero.
  5. Outlandish outliers: There are "outliers" in this data. In concept, "outlier" just means "way different than the rest of your dataset." When calculating a correlation like this, they are particularly impactful because a single outlier can substantially increase your correlation.

    For the purposes of this project, I counted a point as an outlier if it the residual was two standard deviations from the mean.

    (This bullet point only shows up in the details page on charts that do, in fact, have outliers.)
    They stand out on the scatterplot above: notice the dots that are far away from any other dots. I intentionally mishandeled outliers, which makes the correlation look extra strong.




Try it yourself

You can calculate the values on this page on your own! Try running the Python code to see the calculation results. 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([20.0257,20.0475,20.0658,20.0804,20.0909,20.0968,20.0975,20.0929,20.0826,20.0668,20.0459,20.0203,19.9907,19.9574,19.9211,19.882,19.8403,19.7956,19.748,19.6971,])
array_2 = np.array([710,170,660,690,620,670,580,590,500,520,510,450,400,380,420,400,390,380,50,60,])
array_1_name = "The distance between Uranus and the Sun"
array_2_name = "The number of agricultural sciences teachers in Florida"

# 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)



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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.

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Correlation ID: 2168 · Black Variable ID: 1934 · Red Variable ID: 6457
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