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Spurious correlation #5,112 · 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 'bad luck brian' 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. Small Image

AI explanation

As the 'bad luck brian' meme gained popularity, it sparked a renewed interest in the concept of probability, with more people contemplating the likelihood of absurdly unfortunate events. This unexpected fascination with probability caught the attention of individuals in West Virginia, leading them to pursue careers in physics and ultimately becoming university physics teachers. Remember, when it comes to physics in West Virginia, it's all about the luck of the meme!

Create a meme inspired by the bad luck brian 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.
This image generation prompt was also generated by AI, using the following sequence:

*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 increases in Popularity of the 'bad luck brian' meme positively influenced The number of university physics teachers in West Virginia. Add a funny one-liner at the end.

AI academic paper

(Because p < 0.01)
When Bad Luck Brian Met Physics: An Unlikely Connection Between Memes and Academic Staffing

The International Journal of Internet Culture and Scientific Inquiry

Jan 2024
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 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 Popularity of the 'bad luck brian' meme and The number of university physics teachers in West Virginia. Make lots of jokes, goofy observations, and puns.

Make the title a clever pun.

Your research team used data from Google Trends and Bureau of Larbor Statistics to assess this nagging question. You found a correlation coefficient of 0.8945923 and p < 0.01 for 2006 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]]
When Bad Luck Brian Met Physics: An Unlikely Connection Between Memes and Academic Staffing

[[ABSTRACT]]
In a world where internet memes reign supreme, we often find ourselves pondering the peculiar connections they have with the most unexpected subjects. In this study, we dive into the surprising correlation between the popularity of the 'bad luck brian' meme and the number of university physics teachers in West Virginia. Our research team, armed with data from Google Trends and the Bureau of Labor Statistics, sought to unravel this curious entanglement.

The findings of our investigation reveal a remarkable correlation coefficient of 0.8945923, with a p-value that firmly rejects the null hypothesis at p < 0.01 for the period from 2006 to 2022. While the connection between a meme and academic staffing may seem like the punchline of a joke, our results suggest otherwise. Join us as we unravel this peculiar intersection of internet culture and academic workforce dynamics, shedding light on a relationship that's truly "out of this world" – or at least, occurring in the universe of West Virginia.


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 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 Popularity of the 'bad luck brian' meme and The number of university physics teachers in West Virginia. Make lots of jokes, goofy observations, and puns.

Here is the title and abstract of the paper:
[[TITLE]]
When Bad Luck Brian Met Physics: An Unlikely Connection Between Memes and Academic Staffing

[[ABSTRACT]]
In a world where internet memes reign supreme, we often find ourselves pondering the peculiar connections they have with the most unexpected subjects. In this study, we dive into the surprising correlation between the popularity of the 'bad luck brian' meme and the number of university physics teachers in West Virginia. Our research team, armed with data from Google Trends and the Bureau of Labor Statistics, sought to unravel this curious entanglement.

The findings of our investigation reveal a remarkable correlation coefficient of 0.8945923, with a p-value that firmly rejects the null hypothesis at p < 0.01 for the period from 2006 to 2022. While the connection between a meme and academic staffing may seem like the punchline of a joke, our results suggest otherwise. Join us as we unravel this peculiar intersection of internet culture and academic workforce dynamics, shedding light on a relationship that's truly "out of this world" – or at least, occurring in the universe of West Virginia.

-------

Your response should start like this:

[[INTRODUCTION]]



ChatGPT:
[[INTRODUCTION]]

The world of internet memes is a perplexing yet endlessly fascinating realm, where the seemingly superficial meets the surprisingly significant. Amidst a sea of LOLcats, Rickrolls, and Grumpy Cats, one may ask, "What on Earth do these online images have to do with the lofty domain of academic staffing, particularly in the realm of physics education?" Enter the enigmatic figure of 'bad luck brian,' a perennial underdog in the grand theater of internet humor. Little did we know that this unlikely internet sensation would lead us down the rabbit hole of statistical correlations and academic intrigue.

As researchers, we find ourselves navigating a landscape where the surreal and the serious collide. It is in this spirit of intellectual whimsy that we embarked on a quest to explore the relationship, if any, between the dissemination of 'bad luck brian' memes and the employment of university physics teachers in the picturesque hills of West Virginia. Our journey was a curious one, pitting the randomness of internet virality against the orderliness of academic institutions. It's a clash of worlds as if Schrödinger's cat wandered into a meme factory – utterly confounding yet undeniably captivating.

Armed with an arsenal of statistical tools and a healthy dose of skepticism, we ventured forth to unearth the hidden connections that lay beneath the surface of this seemingly absurd pairing. With Google Trends as our compass and the Bureau of Labor Statistics as our map, we embarked on a journey as surreal as a Salvador Dali painting and as methodical as a Newtonian experiment. The laughter-inducing anecdotes of 'bad luck brian' were about to collide with the rigorous data points of academic employment – a collision that was, for lack of a better phrase, "written in the stars" (or rather, encoded in the algorithms).

Our findings, dear reader, will transport you to a realm where cosmic coincidences and empirical evidence dance a tango of scientific curiosity. So, buckle up and don your thinking cap, as we venture into the unlikely nexus of internet whimsy and educational staffing in the Wild and Wonderful State. It's a journey where the laws of probability meet the laws of physics, creating a vortex of intrigue that's more mind-bending than a black hole and more captivating than a cat video – unless, of course, it's a cat video about physics.

Join us as we unravel this peculiar web of interconnectedness, where 'bad luck brian' meets the laws of motion, and where the whims of the internet collide with the weight of academic responsibilities. It's a voyage that promises not only intellectual stimulation but also the occasional chuckle at the serendipitous absurdity of it all.


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 'bad luck brian' meme and The number of university physics teachers in West Virginia. Make lots of 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 CVS receipts.

Here is the title and abstract of the paper:
[[TITLE]]
When Bad Luck Brian Met Physics: An Unlikely Connection Between Memes and Academic Staffing

[[ABSTRACT]]
In a world where internet memes reign supreme, we often find ourselves pondering the peculiar connections they have with the most unexpected subjects. In this study, we dive into the surprising correlation between the popularity of the 'bad luck brian' meme and the number of university physics teachers in West Virginia. Our research team, armed with data from Google Trends and the Bureau of Labor Statistics, sought to unravel this curious entanglement.

The findings of our investigation reveal a remarkable correlation coefficient of 0.8945923, with a p-value that firmly rejects the null hypothesis at p < 0.01 for the period from 2006 to 2022. While the connection between a meme and academic staffing may seem like the punchline of a joke, our results suggest otherwise. Join us as we unravel this peculiar intersection of internet culture and academic workforce dynamics, shedding light on a relationship that's truly "out of this world" – or at least, occurring in the universe of West Virginia.

-------

And here is the introduction section that led to this literature review:
[[INTRODUCTION]]
The world of internet memes is a perplexing yet endlessly fascinating realm, where the seemingly superficial meets the surprisingly significant. Amidst a sea of LOLcats, Rickrolls, and Grumpy Cats, one may ask, "What on Earth do these online images have to do with the lofty domain of academic staffing, particularly in the realm of physics education?" Enter the enigmatic figure of 'bad luck brian,' a perennial underdog in the grand theater of internet humor. Little did we know that this unlikely internet sensation would lead us down the rabbit hole of statistical correlations and academic intrigue.
As researchers, we find ourselves navigating a landscape where the surreal and the serious collide. It is in this spirit of intellectual whimsy that we embarked on a quest to explore the relationship, if any, between the dissemination of 'bad luck brian' memes and the employment of university physics teachers in the picturesque hills of West Virginia. Our journey was a curious one, pitting the randomness of internet virality against the orderliness of academic institutions. It's a clash of worlds as if Schrödinger's cat wandered into a meme factory – utterly confounding yet undeniably captivating.
Armed with an arsenal of statistical tools and a healthy dose of skepticism, we ventured forth to unearth the hidden connections that lay beneath the surface of this seemingly absurd pairing. With Google Trends as our compass and the Bureau of Labor Statistics as our map, we embarked on a journey as surreal as a Salvador Dali painting and as methodical as a Newtonian experiment. The laughter-inducing anecdotes of 'bad luck brian' were about to collide with the rigorous data points of academic employment – a collision that was, for lack of a better phrase, "written in the stars" (or rather, encoded in the algorithms).
Our findings, dear reader, will transport you to a realm where cosmic coincidences and empirical evidence dance a tango of scientific curiosity. So, buckle up and don your thinking cap, as we venture into the unlikely nexus of internet whimsy and educational staffing in the Wild and Wonderful State. It's a journey where the laws of probability meet the laws of physics, creating a vortex of intrigue that's more mind-bending than a black hole and more captivating than a cat video – unless, of course, it's a cat video about physics.
Join us as we unravel this peculiar web of interconnectedness, where 'bad luck brian' meets the laws of motion, and where the whims of the internet collide with the weight of academic responsibilities. It's a voyage that promises not only intellectual stimulation but also the occasional chuckle at the serendipitous absurdity of it all.

-------

Your response should start like this:

[[LITERATURE REVIEW]]



ChatGPT:
[[LITERATURE REVIEW]]

The connection between internet memes and academic pursuits has been a subject of increasing scholarly interest in recent years. Smith et al. (2018) examined the influence of viral memes on cultural narratives and their potential impact on educational paradigms, while Doe and Jones (2020) delved into the psychological implications of meme consumption on cognitive processes. As our study narrows its focus to the unlikely correlation between the popularity of the 'bad luck brian' meme and the number of university physics teachers in West Virginia, we find ourselves traversing an unusual terrain, where the absurdity of internet humor meets the gravitas of academic employment trends.

In "Memes and Society: From Chuckles to Cultural Phenomena," the authors explore the ways in which internet memes shape and reflect societal norms, inadvertently influencing diverse domains including education and labor dynamics. Similarly, "The Psychology of Virality: Unraveling the Mind's Meme Mysteries" delves into the cognitive mechanisms underlying the spread of internet memes, shedding light on their potential impact on professional environments.

Transitioning from the serious to the slightly less serious but still somewhat related, the non-fiction works "Physics for Dummies" and "Quantum Physics for Beginners" offer foundational knowledge for understanding the intricacies of the physical world, albeit with a dash of humor. On the more fictional side, titles such as "The Physics of Superheroes" and "A Brief History of Time Travel" playfully blend scientific principles with imaginative storytelling, hinting at the delightful boundaries between reality and fantasy in the realm of physics education.

Venturing into the realm of the unexpected, our exhaustive literature review delved into unorthodox sources, including the musings found in the margins of calculus textbooks, the chuckle-inducing anecdotes from comedic podcast episodes on relativity, and even the cryptic wisdom hidden within the enigmatic depths of supermarket tabloids - truly the essence of scholarly thoroughness.

Conclusively, as our research unravels the intersection of internet culture and academic workforce dynamics, we invite the reader to don their intellectual hard hats and embark on this whimsical journey with us – a journey that promises to unveil correlations that are as entertaining as they are confounding, and as enlightening as they are grin-inducing.


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 'bad luck brian' meme and The number of university physics teachers in West Virginia. Make lots of jokes, goofy observations, and puns.

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]]
When Bad Luck Brian Met Physics: An Unlikely Connection Between Memes and Academic Staffing

[[ABSTRACT]]
In a world where internet memes reign supreme, we often find ourselves pondering the peculiar connections they have with the most unexpected subjects. In this study, we dive into the surprising correlation between the popularity of the 'bad luck brian' meme and the number of university physics teachers in West Virginia. Our research team, armed with data from Google Trends and the Bureau of Labor Statistics, sought to unravel this curious entanglement.

The findings of our investigation reveal a remarkable correlation coefficient of 0.8945923, with a p-value that firmly rejects the null hypothesis at p < 0.01 for the period from 2006 to 2022. While the connection between a meme and academic staffing may seem like the punchline of a joke, our results suggest otherwise. Join us as we unravel this peculiar intersection of internet culture and academic workforce dynamics, shedding light on a relationship that's truly "out of this world" – or at least, occurring in the universe of West Virginia.

[[INTRODUCTION]]
The world of internet memes is a perplexing yet endlessly fascinating realm, where the seemingly superficial meets the surprisingly significant. Amidst a sea of LOLcats, Rickrolls, and Grumpy Cats, one may ask, "What on Earth do these online images have to do with the lofty domain of academic staffing, particularly in the realm of physics education?" Enter the enigmatic figure of 'bad luck brian,' a perennial underdog in the grand theater of internet humor. Little did we know that this unlikely internet sensation would lead us down the rabbit hole of statistical correlations and academic intrigue.
As researchers, we find ourselves navigating a landscape where the surreal and the serious collide. It is in this spirit of intellectual whimsy that we embarked on a quest to explore the relationship, if any, between the dissemination of 'bad luck brian' memes and the employment of university physics teachers in the picturesque hills of West Virginia. Our journey was a curious one, pitting the randomness of internet virality against the orderliness of academic institutions. It's a clash of worlds as if Schrödinger's cat wandered into a meme factory – utterly confounding yet undeniably captivating.
Armed with an arsenal of statistical tools and a healthy dose of skepticism, we ventured forth to unearth the hidden connections that lay beneath the surface of this seemingly absurd pairing. With Google Trends as our compass and the Bureau of Labor Statistics as our map, we embarked on a journey as surreal as a Salvador Dali painting and as methodical as a Newtonian experiment. The laughter-inducing anecdotes of 'bad luck brian' were about to collide with the rigorous data points of academic employment – a collision that was, for lack of a better phrase, "written in the stars" (or rather, encoded in the algorithms).
Our findings, dear reader, will transport you to a realm where cosmic coincidences and empirical evidence dance a tango of scientific curiosity. So, buckle up and don your thinking cap, as we venture into the unlikely nexus of internet whimsy and educational staffing in the Wild and Wonderful State. It's a journey where the laws of probability meet the laws of physics, creating a vortex of intrigue that's more mind-bending than a black hole and more captivating than a cat video – unless, of course, it's a cat video about physics.
Join us as we unravel this peculiar web of interconnectedness, where 'bad luck brian' meets the laws of motion, and where the whims of the internet collide with the weight of academic responsibilities. It's a voyage that promises not only intellectual stimulation but also the occasional chuckle at the serendipitous absurdity of it all.

-------

Your response should start like this:

[[METHODOLOGY]]



ChatGPT:

[[METHODOLOGY]]

To unravel the mystifying correlation between the rise and fall of 'bad luck brian' memes and the ebb and flow of university physics teachers in the scenic landscape of West Virginia, our research team embarked on a methodological journey that was as quirky as it was rigorous.

First and foremost, we delved into the vast expanse of Google Trends, navigating through the labyrinth of internet fads and viral sensations with the precision of a digital cartographer. We meticulously tracked the popularity of the 'bad luck brian' meme, dissecting its peaks and troughs with the fervor of meme archaeologists unearthing digital artifacts.

Simultaneously, we turned our attention to the stately domain of the Bureau of Labor Statistics, where the employment data of university physics teachers awaited our discerning gaze. Armed with spreadsheets and caffeinated determination, we combed through the bureaucratic underbrush, sifting through the numerical foliage to capture the essence of academic staffing in the mountainous domain of West Virginia.

Our data collection process, much like a rollercoaster ride through the digital realm, was marked by dizzying highs and unexpected twists. Picture this: one moment we're knee-deep in meme analytics, and the next, we're deciphering the statistical nuances of workforce demographics. It was a research rollercoaster that would make even the most stoic of statisticians reach for their procedural safety harness.

Having amassed this treasure trove of numerical gems, we donned our statistical spelunking gear and ventured deep into the caverns of correlation analysis. Our trusty tools included Pearson's correlation coefficient, hailing from the venerable kingdom of statistics, and the formidable p-value – a gatekeeper of significance in the land of hypothesis testing.

With a cunning blend of statistical acumen and a dash of intrepid curiosity, we teased out the entangled relationship between 'bad luck brian' memes and the academic stalwarts of physics education in West Virginia. Our methods may have been whimsical, but our commitment to methodological rigor was as unyielding as the gravitational pull of a celestial body.

Ultimately, our journey through the digital underbrush and the statistical cosmos yielded a bountiful harvest of data, ripe for analysis and interpretation. It was a journey brimming with unexpected detours and illuminating discoveries, where the laughter-inducing escapades of internet comedy collided with the sobering realities of academic staffing.

We invite fellow enthusiasts of the absurd and aficionados of empirical inquiry to join us on this methodological escapade, as we unravel the enigmatic connections that bind together the ephemeral whims of internet memes and the enduring foundations of academic institutions. It's a journey where laughter and data converge, crafting a narrative that's as captivating as a meme and as compelling as a scientific revelation.


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 'bad luck brian' meme and The number of university physics teachers in West Virginia. Make lots of jokes, goofy observations, and puns.

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 0.8945923, r-squared of 0.8002954, 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]]
When Bad Luck Brian Met Physics: An Unlikely Connection Between Memes and Academic Staffing

[[ABSTRACT]]
In a world where internet memes reign supreme, we often find ourselves pondering the peculiar connections they have with the most unexpected subjects. In this study, we dive into the surprising correlation between the popularity of the 'bad luck brian' meme and the number of university physics teachers in West Virginia. Our research team, armed with data from Google Trends and the Bureau of Labor Statistics, sought to unravel this curious entanglement.

The findings of our investigation reveal a remarkable correlation coefficient of 0.8945923, with a p-value that firmly rejects the null hypothesis at p < 0.01 for the period from 2006 to 2022. While the connection between a meme and academic staffing may seem like the punchline of a joke, our results suggest otherwise. Join us as we unravel this peculiar intersection of internet culture and academic workforce dynamics, shedding light on a relationship that's truly "out of this world" – or at least, occurring in the universe of West Virginia.

-------

And here is the methodology section that led to this result:
[[METHODOLOGY]]
The world of internet memes is a perplexing yet endlessly fascinating realm, where the seemingly superficial meets the surprisingly significant. Amidst a sea of LOLcats, Rickrolls, and Grumpy Cats, one may ask, "What on Earth do these online images have to do with the lofty domain of academic staffing, particularly in the realm of physics education?" Enter the enigmatic figure of 'bad luck brian,' a perennial underdog in the grand theater of internet humor. Little did we know that this unlikely internet sensation would lead us down the rabbit hole of statistical correlations and academic intrigue.
As researchers, we find ourselves navigating a landscape where the surreal and the serious collide. It is in this spirit of intellectual whimsy that we embarked on a quest to explore the relationship, if any, between the dissemination of 'bad luck brian' memes and the employment of university physics teachers in the picturesque hills of West Virginia. Our journey was a curious one, pitting the randomness of internet virality against the orderliness of academic institutions. It's a clash of worlds as if Schrödinger's cat wandered into a meme factory – utterly confounding yet undeniably captivating.
Armed with an arsenal of statistical tools and a healthy dose of skepticism, we ventured forth to unearth the hidden connections that lay beneath the surface of this seemingly absurd pairing. With Google Trends as our compass and the Bureau of Labor Statistics as our map, we embarked on a journey as surreal as a Salvador Dali painting and as methodical as a Newtonian experiment. The laughter-inducing anecdotes of 'bad luck brian' were about to collide with the rigorous data points of academic employment – a collision that was, for lack of a better phrase, "written in the stars" (or rather, encoded in the algorithms).
Our findings, dear reader, will transport you to a realm where cosmic coincidences and empirical evidence dance a tango of scientific curiosity. So, buckle up and don your thinking cap, as we venture into the unlikely nexus of internet whimsy and educational staffing in the Wild and Wonderful State. It's a journey where the laws of probability meet the laws of physics, creating a vortex of intrigue that's more mind-bending than a black hole and more captivating than a cat video – unless, of course, it's a cat video about physics.
Join us as we unravel this peculiar web of interconnectedness, where 'bad luck brian' meets the laws of motion, and where the whims of the internet collide with the weight of academic responsibilities. It's a voyage that promises not only intellectual stimulation but also the occasional chuckle at the serendipitous absurdity of it all.

-------

Your response should start like this:

[[RESULTS]]



ChatGPT:

[[RESULTS]]

The data analysis revealed a striking correlation between the popularity of the 'bad luck brian' meme and the number of university physics teachers in West Virginia. The correlation coefficient of 0.8945923 indicated a strong positive relationship between these seemingly disparate variables, spanning the years 2006 to 2022. This suggests that as the popularity of the 'bad luck brian' meme waxed and waned in the digital spheres, the employment of physics educators in the hill country of West Virginia exhibited a parallel pattern, much like the synchronized dance of internet humor and academic manpower.

Furthermore, the coefficient of determination (r-squared) of 0.8002954 illuminated the variance in the number of university physics teachers that can be explained by the fluctuations in the 'bad luck brian' meme popularity. In other words, approximately 80.03% of the changes in the staffing of physics educators in West Virginia can be attributed to the vicissitudes of 'bad luck brian's digital fame. This substantial r-squared value underscores the substantial influence that internet memes can wield, even in the sanctum of higher education.

The p-value of less than 0.01 reinforces the statistical significance of this correlation, vehemently rejecting the notion that this intriguing relationship arose merely by chance. The likelihood of observing such a strong association between the 'bad luck brian' meme and the number of physics teachers in West Virginia due to random fluctuations is less than 1 in 100. In other words, the probability of this connection materializing by pure luck is about as likely as stumbling upon a four-leaf clover while simultaneously encountering a black cat under a ladder on Friday the 13th – in other words, not very probable at all.

To visually encapsulate this striking correlation, we present Figure 1, a scatterplot that graphically illustrates the robust link between the popularity of the 'bad luck brian' meme and the employment of university physics instructors in the bucolic terrain of West Virginia.

It is evident from these findings that the impact of a seemingly inconsequential internet meme can reverberate into the realm of educational staffing, challenging our preconceptions and reminding us that the dynamics of internet culture can intersect with the fabric of academia in truly unexpected ways. This correlation, while initially perplexing, serves as a reminder that the world of memes is not merely confined to the digital sphere but can ripple into the unlikeliest areas of our societal tapestry.


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 'bad luck brian' meme and The number of university physics teachers in West Virginia. Make lots of jokes, goofy observations, and puns.

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]]
When Bad Luck Brian Met Physics: An Unlikely Connection Between Memes and Academic Staffing

[[ABSTRACT]]
In a world where internet memes reign supreme, we often find ourselves pondering the peculiar connections they have with the most unexpected subjects. In this study, we dive into the surprising correlation between the popularity of the 'bad luck brian' meme and the number of university physics teachers in West Virginia. Our research team, armed with data from Google Trends and the Bureau of Labor Statistics, sought to unravel this curious entanglement.

The findings of our investigation reveal a remarkable correlation coefficient of 0.8945923, with a p-value that firmly rejects the null hypothesis at p < 0.01 for the period from 2006 to 2022. While the connection between a meme and academic staffing may seem like the punchline of a joke, our results suggest otherwise. Join us as we unravel this peculiar intersection of internet culture and academic workforce dynamics, shedding light on a relationship that's truly "out of this world" – or at least, occurring in the universe of West Virginia.

[[LITERATURE REVIEW]]
The connection between internet memes and academic pursuits has been a subject of increasing scholarly interest in recent years. Smith et al. (2018) examined the influence of viral memes on cultural narratives and their potential impact on educational paradigms, while Doe and Jones (2020) delved into the psychological implications of meme consumption on cognitive processes. As our study narrows its focus to the unlikely correlation between the popularity of the 'bad luck brian' meme and the number of university physics teachers in West Virginia, we find ourselves traversing an unusual terrain, where the absurdity of internet humor meets the gravitas of academic employment trends.
In "Memes and Society: From Chuckles to Cultural Phenomena," the authors explore the ways in which internet memes shape and reflect societal norms, inadvertently influencing diverse domains including education and labor dynamics. Similarly, "The Psychology of Virality: Unraveling the Mind's Meme Mysteries" delves into the cognitive mechanisms underlying the spread of internet memes, shedding light on their potential impact on professional environments.
Transitioning from the serious to the slightly less serious but still somewhat related, the non-fiction works "Physics for Dummies" and "Quantum Physics for Beginners" offer foundational knowledge for understanding the intricacies of the physical world, albeit with a dash of humor. On the more fictional side, titles such as "The Physics of Superheroes" and "A Brief History of Time Travel" playfully blend scientific principles with imaginative storytelling, hinting at the delightful boundaries between reality and fantasy in the realm of physics education.
Venturing into the realm of the unexpected, our exhaustive literature review delved into unorthodox sources, including the musings found in the margins of calculus textbooks, the chuckle-inducing anecdotes from comedic podcast episodes on relativity, and even the cryptic wisdom hidden within the enigmatic depths of supermarket tabloids - truly the essence of scholarly thoroughness.
Conclusively, as our research unravels the intersection of internet culture and academic workforce dynamics, we invite the reader to don their intellectual hard hats and embark on this whimsical journey with us – a journey that promises to unveil correlations that are as entertaining as they are confounding, and as enlightening as they are grin-inducing.

[[RESULTS]]
The data analysis revealed a striking correlation between the popularity of the 'bad luck brian' meme and the number of university physics teachers in West Virginia. The correlation coefficient of 0.8945923 indicated a strong positive relationship between these seemingly disparate variables, spanning the years 2006 to 2022. This suggests that as the popularity of the 'bad luck brian' meme waxed and waned in the digital spheres, the employment of physics educators in the hill country of West Virginia exhibited a parallel pattern, much like the synchronized dance of internet humor and academic manpower.
Furthermore, the coefficient of determination (r-squared) of 0.8002954 illuminated the variance in the number of university physics teachers that can be explained by the fluctuations in the 'bad luck brian' meme popularity. In other words, approximately 80.03% of the changes in the staffing of physics educators in West Virginia can be attributed to the vicissitudes of 'bad luck brian's digital fame. This substantial r-squared value underscores the substantial influence that internet memes can wield, even in the sanctum of higher education.
The p-value of less than 0.01 reinforces the statistical significance of this correlation, vehemently rejecting the notion that this intriguing relationship arose merely by chance. The likelihood of observing such a strong association between the 'bad luck brian' meme and the number of physics teachers in West Virginia due to random fluctuations is less than 1 in 100. In other words, the probability of this connection materializing by pure luck is about as likely as stumbling upon a four-leaf clover while simultaneously encountering a black cat under a ladder on Friday the 13th – in other words, not very probable at all.
To visually encapsulate this striking correlation, we present Figure 1, a scatterplot that graphically illustrates the robust link between the popularity of the 'bad luck brian' meme and the employment of university physics instructors in the bucolic terrain of West Virginia.
It is evident from these findings that the impact of a seemingly inconsequential internet meme can reverberate into the realm of educational staffing, challenging our preconceptions and reminding us that the dynamics of internet culture can intersect with the fabric of academia in truly unexpected ways. This correlation, while initially perplexing, serves as a reminder that the world of memes is not merely confined to the digital sphere but can ripple into the unlikeliest areas of our societal tapestry.

-------

Your response should start like this:

[[DISCUSSION]]



ChatGPT:

[[DISCUSSION]]

The confluence of internet memes and academic staffing has long been regarded as an unfathomable mystery, much like trying to understand quantum physics on a Monday morning. Yet, our research has managed to shed some light on this intriguing phenomenon, revealing a strong correlation between the rise and fall of the 'bad luck brian' meme and the employment of university physics instructors in the picturesque confines of West Virginia. Now, let's zoom in on the absurdity and the astrophysics – or should I say, the "meme-taphysics" – of this unexpected nexus.

Taking a page out of the insightful investigations by Smith et al. (2018) and Doe and Jones (2020), which pondered the influence of memes on cultural narratives and cognitive processes, our study adds a whimsical twist to the scholarly discourse by demonstrating how internet jests and academic landscapes can intertwine in ways that defy traditional expectations. It's as though 'bad luck brian' himself stumbled into the realm of educational staffing, imparting a cosmic aura to the synchronicity between meme popularity and physics faculty employment.

Our results align with the spirit of the literature review, which humorously tiptoed into the margins of calculus textbooks and the witty corridors of podcast episodes on relativity. And while we may not have uncovered the secret to time travel as enticingly speculated in "A Brief History of Time Travel," we have unearthed an enigmatic correlation that, much like the elusive Higgs boson, defied conventional logic until its revelation.

The statistically robust correlation coefficient illuminated in our study – accompanied by a p-value more resolute than a four-leaf clover – emphasizes the unlikelihood of this connection materializing by pure chance. This echoes the sentiments of "The Psychology of Virality: Unraveling the Mind's Meme Mysteries," shedding light on the potent influence memes exert in unexpected domains. In this case, it's a reminder that the meme magic extends beyond viral laughs to impact the tangible fabric of educational staffing, turning the absurd into an illuminating spectacle.

In essence, our findings bolster the notion that internet culture isn't just an incorporeal amusement but a player in the labyrinth of societal dynamics. Whether it's the ripple effect of 'bad luck brian' or the supernova of laughter echoing through the digital cosmos, the intersection with academic staffing serves as a reminder that the unlikeliest correlations can yield the most delightfully confounding – and statistically significant – outcomes.


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 'bad luck brian' meme and The number of university physics teachers in West Virginia. Make lots of jokes, goofy observations, and puns.

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]]
When Bad Luck Brian Met Physics: An Unlikely Connection Between Memes and Academic Staffing

[[ABSTRACT]]
In a world where internet memes reign supreme, we often find ourselves pondering the peculiar connections they have with the most unexpected subjects. In this study, we dive into the surprising correlation between the popularity of the 'bad luck brian' meme and the number of university physics teachers in West Virginia. Our research team, armed with data from Google Trends and the Bureau of Labor Statistics, sought to unravel this curious entanglement.

The findings of our investigation reveal a remarkable correlation coefficient of 0.8945923, with a p-value that firmly rejects the null hypothesis at p < 0.01 for the period from 2006 to 2022. While the connection between a meme and academic staffing may seem like the punchline of a joke, our results suggest otherwise. Join us as we unravel this peculiar intersection of internet culture and academic workforce dynamics, shedding light on a relationship that's truly "out of this world" – or at least, occurring in the universe of West Virginia.

[[INTRDUCTION]]
The world of internet memes is a perplexing yet endlessly fascinating realm, where the seemingly superficial meets the surprisingly significant. Amidst a sea of LOLcats, Rickrolls, and Grumpy Cats, one may ask, "What on Earth do these online images have to do with the lofty domain of academic staffing, particularly in the realm of physics education?" Enter the enigmatic figure of 'bad luck brian,' a perennial underdog in the grand theater of internet humor. Little did we know that this unlikely internet sensation would lead us down the rabbit hole of statistical correlations and academic intrigue.
As researchers, we find ourselves navigating a landscape where the surreal and the serious collide. It is in this spirit of intellectual whimsy that we embarked on a quest to explore the relationship, if any, between the dissemination of 'bad luck brian' memes and the employment of university physics teachers in the picturesque hills of West Virginia. Our journey was a curious one, pitting the randomness of internet virality against the orderliness of academic institutions. It's a clash of worlds as if Schrödinger's cat wandered into a meme factory – utterly confounding yet undeniably captivating.
Armed with an arsenal of statistical tools and a healthy dose of skepticism, we ventured forth to unearth the hidden connections that lay beneath the surface of this seemingly absurd pairing. With Google Trends as our compass and the Bureau of Labor Statistics as our map, we embarked on a journey as surreal as a Salvador Dali painting and as methodical as a Newtonian experiment. The laughter-inducing anecdotes of 'bad luck brian' were about to collide with the rigorous data points of academic employment – a collision that was, for lack of a better phrase, "written in the stars" (or rather, encoded in the algorithms).
Our findings, dear reader, will transport you to a realm where cosmic coincidences and empirical evidence dance a tango of scientific curiosity. So, buckle up and don your thinking cap, as we venture into the unlikely nexus of internet whimsy and educational staffing in the Wild and Wonderful State. It's a journey where the laws of probability meet the laws of physics, creating a vortex of intrigue that's more mind-bending than a black hole and more captivating than a cat video – unless, of course, it's a cat video about physics.
Join us as we unravel this peculiar web of interconnectedness, where 'bad luck brian' meets the laws of motion, and where the whims of the internet collide with the weight of academic responsibilities. It's a voyage that promises not only intellectual stimulation but also the occasional chuckle at the serendipitous absurdity of it all.

[[RESULTS]]
The data analysis revealed a striking correlation between the popularity of the 'bad luck brian' meme and the number of university physics teachers in West Virginia. The correlation coefficient of 0.8945923 indicated a strong positive relationship between these seemingly disparate variables, spanning the years 2006 to 2022. This suggests that as the popularity of the 'bad luck brian' meme waxed and waned in the digital spheres, the employment of physics educators in the hill country of West Virginia exhibited a parallel pattern, much like the synchronized dance of internet humor and academic manpower.
Furthermore, the coefficient of determination (r-squared) of 0.8002954 illuminated the variance in the number of university physics teachers that can be explained by the fluctuations in the 'bad luck brian' meme popularity. In other words, approximately 80.03% of the changes in the staffing of physics educators in West Virginia can be attributed to the vicissitudes of 'bad luck brian's digital fame. This substantial r-squared value underscores the substantial influence that internet memes can wield, even in the sanctum of higher education.
The p-value of less than 0.01 reinforces the statistical significance of this correlation, vehemently rejecting the notion that this intriguing relationship arose merely by chance. The likelihood of observing such a strong association between the 'bad luck brian' meme and the number of physics teachers in West Virginia due to random fluctuations is less than 1 in 100. In other words, the probability of this connection materializing by pure luck is about as likely as stumbling upon a four-leaf clover while simultaneously encountering a black cat under a ladder on Friday the 13th – in other words, not very probable at all.
To visually encapsulate this striking correlation, we present Figure 1, a scatterplot that graphically illustrates the robust link between the popularity of the 'bad luck brian' meme and the employment of university physics instructors in the bucolic terrain of West Virginia.
It is evident from these findings that the impact of a seemingly inconsequential internet meme can reverberate into the realm of educational staffing, challenging our preconceptions and reminding us that the dynamics of internet culture can intersect with the fabric of academia in truly unexpected ways. This correlation, while initially perplexing, serves as a reminder that the world of memes is not merely confined to the digital sphere but can ripple into the unlikeliest areas of our societal tapestry.

-------

Your response should start like this:

[[CONCLUSION]]



ChatGPT:

[[CONCLUSION]]

In conclusion, our study has shed light on the unexpected link between the meteoric rise and fall of the 'bad luck brian' meme and the ebb and flow of university physics teachers in West Virginia. Who knew that a meme could wield such gravitational pull on the labor market of academia? It seems that 'bad luck brian' is not just a one-hit wonder in the meme world but a cosmic force influencing the staffing trends of the academic universe.

Like an experimental setup where the outcome feels like a cosmic joke, our results have defied expectations and norms, leaving us wondering whether we should update our curriculum to include a 'Physics of Memes' course. After all, the laws of motion and the laws of internet virality may have more in common than we thought – both can send you spinning into unexpected trajectories.

This curious correlation has left us contemplating whether 'bad luck brian' is the unsung hero of physics education in the Mountain State, silently orchestrating the movements of academic personnel like a puppet master of the memes. Perhaps future studies could delve into the impact of other memes on different academic fields – imagine a world where the success of 'breadcat' determines the hiring trends for computer science professors!

However, based on our findings, we stand firm in asserting that no further research in this area is needed. We've reached the meme-nt of enlightenment, and it's time to bid adieu to this unexpected journey of cross-disciplinary connection. As we close this chapter, we leave you to ponder the improbable dance of 'bad luck brian' and the physicists, a dance that may just have been orchestrated by the cosmic forces of sheer chance or a mischievous internet deity.



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 When Bad Luck Brian Met Physics: An Unlikely Connection Between Memes and Academic Staffing. Respond only with the name of a fictional academic journal.

ChatGPT:

The International Journal of Internet Culture and Scientific Inquiry


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 When Bad Luck Brian Met Physics: An Unlikely Connection Between Memes and Academic Staffing. Respond only with the name of a fictional organization.

ChatGPT:

The Institute for Internet Culture and Academic Inquiry


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 When Bad Luck Brian Met Physics: An Unlikely Connection Between Memes and Academic Staffing with an abstract of In a world where internet memes reign supreme, we often find ourselves pondering the peculiar connections they have with the most unexpected subjects. In this study, we dive into the surprising correlation between the popularity of the 'bad luck brian' meme and the number of university physics teachers in West Virginia. Our research team, armed with data from Google Trends and the Bureau of Labor Statistics, sought to unravel this curious entanglement.
The findings of our investigation reveal a remarkable correlation coefficient of 0.8945923, with a p-value that firmly rejects the null hypothesis at p < 0.01 for the period from 2006 to 2022. While the connection between a meme and academic staffing may seem like the punchline of a joke, our results suggest otherwise. Join us as we unravel this peculiar intersection of internet culture and academic workforce dynamics, shedding light on a relationship that's truly "out of this world" – or at least, occurring in the universe of West Virginia.

ChatGPT:

"bad luck brian meme," "physics teaching jobs West Virginia," "internet memes and academic staffing," "correlation between memes and university staffing," "Google Trends analysis," "Bureau of Labor Statistics data," "academic workforce dynamics," "relationship between memes and academic staffing," "unusual connections in internet culture," "unconventional research findings"

*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 'bad luck brian' meme
Detailed data title: Relative volume of Google searches for 'bad luck brian' (without quotes, in the United States)
Source: Google Trends
Additional Info: 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 'bad luck brian' 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 = 0.8945923 (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 = 0.8002954 (Coefficient of determination)
This means 80% 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 'bad luck brian' meme) over the 17 years from 2006 through 2022.

p < 0.01, which is statistically significant(Null hypothesis significance test)
The p-value is 1.3E-6. 0.0000012640528591092036000000
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 0.89 in 0.00013% of random cases. Said differently, if you correlated 791,106 random variables You don't actually need 791 thousand variables to find a correlation like this one. I don't have that many variables in my database. 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.

In this particular case, the values are so extreme as to be meaningless. That's why no one reports p-values with specificity after they drop below 0.01.

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, 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.

[ 0.73, 0.96 ] 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.
20062007200820092010201120122013201420152016201720182019202020212022
Popularity of the 'bad luck brian' meme (Relative popularity)0.55555600.11111100065.932.512.916710.16677.083335.166676.166673.252.166671.583331.08333
The number of university physics teachers in West Virginia (Laborers)605050504070140140807070707060608060




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.




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([0.555556,0,0.111111,0,0,0,65.9,32.5,12.9167,10.1667,7.08333,5.16667,6.16667,3.25,2.16667,1.58333,1.08333,])
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 'bad luck brian' 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)



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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: 5112 · Black Variable ID: 25105 · Red Variable ID: 15947
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