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AI explanation
As the expertise in Education waned, there was a ripple effect on the communication skills of the corn, leading to a dramatic decrease in their willingness to genetically modify themselves. It seems that when the students weren't around, the corn just couldn't cob with the pressure to keep up with the latest GMO trends. Or perhaps the corn just didn't want to deal with the extra ear-responsibility that comes with GMO modifications. Either way, it's a-maize-ing to see the unexpected connections between academic degrees and agricultural developments!Model: dalle-3
Prompt: Generate an image using the [ Sci-fi fantasy ] style that depicts a sunny cornfield in Ohio. In the scene, a farmer in overalls stands holding a basket of vibrant, non-GMO corn. Next to the farmer, a stack of colorful education master's degree certificates sits on a wooden table. As the farmer reaches for a corn cob, the corn seems to shy away, forming a playful smile that suggests a preference for being cared for by individuals with higher education qualifications. The image should be visually simple yet captivating, blending the natural setting of the cornfield with a touch of whimsical fantasy. 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 situation described. You respond only with the scene descriptions provided and say nothing else.
User prompt: Here is a situation: "Study Finds: Decrease in Education Master's Degrees Linked to Decrease in GMO Corn Use in Ohio - Turns Out, Corn Doesn't Want to Be Genetically Modified by People with Less Master's Degrees!". Given that situation, which of the following image descriptions seems most appropriate? Pick the one that seems to be related to one of the variables at hand and the tone of the explanation. Please respond with only one of the following potential descriptions: Brutalism Glitch art Sci-fi fantacy Pop art Cute cartoon
ChatGPT: Sci-fi fantasy
Model: gpt-3.5-turbo-1106
System prompt: You describe simple visual scenes that depict the two variables stated and the explanation described. Do not reference graphs or charts; describe physical objects.
User prompt: Please describe a visual scene that depicts the following situation. Keep the description simple. "Study Finds: Decrease in Education Master's Degrees Linked to Decrease in GMO Corn Use in Ohio - Turns Out, Corn Doesn't Want to Be Genetically Modified by People with Less Master's Degrees!"
ChatGPT: In a sunny cornfield in Ohio, a farmer in overalls holds a basket of vibrant, non-GMO corn. Nearby, a stack of colorful education master's degree certificates sits on a wooden table. As the farmer reaches for a corn cob, the corn seems to shy away, forming a playful smile that suggests a preference for being cared for by individuals with higher education qualifications.
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 sunny cornfield in Ohio, a farmer in overalls holds a basket of vibrant, non-GMO corn. Nearby, a stack of colorful education master's degree certificates sits on a wooden table. As the farmer reaches for a corn cob, the corn seems to shy away, forming a playful smile that suggests a preference for being cared for by individuals with higher education qualifications. Keep the visual depiction simple. Do not include any words or speech bubbles.
ChatGPT: Generate an image using the [ Sci-fi fantasy ] style that depicts a sunny cornfield in Ohio. In the scene, a farmer in overalls stands holding a basket of vibrant, non-GMO corn. Next to the farmer, a stack of colorful education master's degree certificates sits on a wooden table. As the farmer reaches for a corn cob, the corn seems to shy away, forming a playful smile that suggests a preference for being cared for by individuals with higher education qualifications. The image should be visually simple yet captivating, blending the natural setting of the cornfield with a touch of whimsical fantasy.
*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.
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 Master's degrees awarded in Education caused GMO use in corn grown in Ohio to decrease.
AI academic paper
Kernel of Truth: Exploring the Cob-nnection Between Education Master's Degrees and GMO Corn Use in Ohio The Journal of Agricultural Education and Genetically Modified Organisms Jan 2024 Reminder: This paper is AI-generated. Not real! |
Model: gpt-3.5-turbo-1106
System prompt: You are a witty academic researcher. Your writing sounds like it belongs in a statistics journal.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 Master's degrees awarded in Education and GMO use in corn grown in Ohio. You can't resist a good dad joke. Add a relevant dad joke related to the content every couple of sentences.
Make the title seem clever.
Your research team used data from National Center for Education Statistics and USDA to assess this nagging question. You found a correlation coefficient of 0.9613789 and p < 0.01 for 2012 to 2021.
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]]
"Kernel of Truth: Exploring the Cob-nnection Between Education Master's Degrees and GMO Corn Use in Ohio"
[[ABSTRACT]]
In this study, we delve into the curious correlation between the number of Master's degrees awarded in Education and the use of genetically modified organisms (GMOs) in corn cultivation in the great state of Ohio. Using data from the National Center for Education Statistics and the U.S. Department of Agriculture, we conducted a comprehensive analysis to uncover any potential relationship between these seemingly unrelated domains. Our findings revealed a striking correlation coefficient of 0.9613789 and a significance level of p < 0.01 for the period spanning from 2012 to 2021, highlighting an intriguing link between educational pursuits and corn cultivation practices.
It seems that as educators strive for higher degrees, corn crops in Ohio can't help but ear-resistibly sprout genetically modified traits. This unexpected association unveils a corn-undrum that piques scientific curiosity and prompts further investigation into the delightful interplay between academic achievements and agricultural innovations. So, whether it's cultivating minds or cultivating crops, this study showcases the surprising parallels that emerge when we peel back the husk of conventional wisdom.
Model: gpt-3.5-turbo-1106
System prompt: You are a witty academic researcher. Your writing sounds like it belongs in a statistics journal.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 Master's degrees awarded in Education and GMO use in corn grown in Ohio. You can't resist a good dad joke. Add a relevant dad joke related to the content every couple of sentences. Sneak in some jokes and clever puns about science, research, statistics, and the variables.
Here is the title and abstract of the paper:
[[TITLE]]
"Kernel of Truth: Exploring the Cob-nnection Between Education Master's Degrees and GMO Corn Use in Ohio"
[[ABSTRACT]]
In this study, we delve into the curious correlation between the number of Master's degrees awarded in Education and the use of genetically modified organisms (GMOs) in corn cultivation in the great state of Ohio. Using data from the National Center for Education Statistics and the U.S. Department of Agriculture, we conducted a comprehensive analysis to uncover any potential relationship between these seemingly unrelated domains. Our findings revealed a striking correlation coefficient of 0.9613789 and a significance level of p < 0.01 for the period spanning from 2012 to 2021, highlighting an intriguing link between educational pursuits and corn cultivation practices.
It seems that as educators strive for higher degrees, corn crops in Ohio can't help but ear-resistibly sprout genetically modified traits. This unexpected association unveils a corn-undrum that piques scientific curiosity and prompts further investigation into the delightful interplay between academic achievements and agricultural innovations. So, whether it's cultivating minds or cultivating crops, this study showcases the surprising parallels that emerge when we peel back the husk of conventional wisdom.
-------
Your response should start like this:
[[INTRODUCTION]]
ChatGPT:
[[INTRODUCTION]]
What do you get when you cross a bunch of Education Master's degrees with genetically modified corn in Ohio? A "corn-undrum" that's as genetically intriguing as it is unexpectedly amusing! In this research paper, we aim to "stalk" the connection between the number of Master's degrees awarded in Education and the use of GMOs in corn cultivation, shedding light on the unlikely relationship between these two seemingly disparate fields.
The study of statistics often corn-fuses people, but we are here to kernel their doubts and cob-vince them that it can be "ear"-resistible. Our research aims to shuck the conventional wisdom that Master's degrees in Education and GMO corn use are as unrelated as apples and oranges. Oh, the irony of comparing apples and oranges when we're really here to talk about corn and education!
Statistics has a way of cobbling relationships together, and we certainly found that to be the case in our study. The correlation coefficient of 0.9613789 between Master's degrees awarded in Education and GMO corn use in Ohio is far from a mere corn-incidence. It's as if the academic pursuits of educators have inadvertently led to the cornfields embracing scientific biotechnology like an educational mascot.
This study corn-nects the dots between education and agriculture, revealing that the pursuit of higher education is not just about planting the seeds of knowledge but also about influencing the growth of genetically modified corn in this "ear"-resistibly fascinating correlation.
So sit back, grab a bowl of popcorn, and let's dive into the findings of this corn-ematic exploration of the "cob"-nnection between academic achievements and agricultural innovations. It's time to peel back the husk and unveil the kernel of truth behind this unexpected interplay between two seemingly unrelated areas of research. Remember, when it comes to statistics and a-maize-ing discoveries, we're not just "popping" corn; we're "popping" minds!
Model: gpt-3.5-turbo-1106
System prompt: You are a witty academic researcher. Your writing sounds like it belongs in a statistics journal.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 Master's degrees awarded in Education and GMO use in corn grown in Ohio. You can't resist a good dad joke. Add a relevant dad joke related to the content every couple of sentences.
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]]
"Kernel of Truth: Exploring the Cob-nnection Between Education Master's Degrees and GMO Corn Use in Ohio"
[[ABSTRACT]]
In this study, we delve into the curious correlation between the number of Master's degrees awarded in Education and the use of genetically modified organisms (GMOs) in corn cultivation in the great state of Ohio. Using data from the National Center for Education Statistics and the U.S. Department of Agriculture, we conducted a comprehensive analysis to uncover any potential relationship between these seemingly unrelated domains. Our findings revealed a striking correlation coefficient of 0.9613789 and a significance level of p < 0.01 for the period spanning from 2012 to 2021, highlighting an intriguing link between educational pursuits and corn cultivation practices.
It seems that as educators strive for higher degrees, corn crops in Ohio can't help but ear-resistibly sprout genetically modified traits. This unexpected association unveils a corn-undrum that piques scientific curiosity and prompts further investigation into the delightful interplay between academic achievements and agricultural innovations. So, whether it's cultivating minds or cultivating crops, this study showcases the surprising parallels that emerge when we peel back the husk of conventional wisdom.
-------
And here is the introduction section that led to this literature review:
[[INTRODUCTION]]
What do you get when you cross a bunch of Education Master's degrees with genetically modified corn in Ohio? A "corn-undrum" that's as genetically intriguing as it is unexpectedly amusing! In this research paper, we aim to "stalk" the connection between the number of Master's degrees awarded in Education and the use of GMOs in corn cultivation, shedding light on the unlikely relationship between these two seemingly disparate fields.
The study of statistics often corn-fuses people, but we are here to kernel their doubts and cob-vince them that it can be "ear"-resistible. Our research aims to shuck the conventional wisdom that Master's degrees in Education and GMO corn use are as unrelated as apples and oranges. Oh, the irony of comparing apples and oranges when we're really here to talk about corn and education!
Statistics has a way of cobbling relationships together, and we certainly found that to be the case in our study. The correlation coefficient of 0.9613789 between Master's degrees awarded in Education and GMO corn use in Ohio is far from a mere corn-incidence. It's as if the academic pursuits of educators have inadvertently led to the cornfields embracing scientific biotechnology like an educational mascot.
This study corn-nects the dots between education and agriculture, revealing that the pursuit of higher education is not just about planting the seeds of knowledge but also about influencing the growth of genetically modified corn in this "ear"-resistibly fascinating correlation.
So sit back, grab a bowl of popcorn, and let's dive into the findings of this corn-ematic exploration of the "cob"-nnection between academic achievements and agricultural innovations. It's time to peel back the husk and unveil the kernel of truth behind this unexpected interplay between two seemingly unrelated areas of research. Remember, when it comes to statistics and a-maize-ing discoveries, we're not just "popping" corn; we're "popping" minds!
-------
Your response should start like this:
[[LITERATURE REVIEW]]
ChatGPT:
[[LITERATURE REVIEW]]
In "The Agricultural and Resource Policy," Smith et al. find that the use of genetically modified organisms (GMOs) in corn cultivation has become increasingly prevalent in the 21st century. The authors attribute this trend to the desire for higher crop yields and improved resistance to pests, thereby enhancing the economic viability of corn production. Interestingly, their findings also highlight the growing emphasis on agricultural innovation and biotechnology as fundamental drivers of agricultural practices in the modern era.
Speaking of agricultural practices, did you hear about the farmer who won an award? He was outstanding in his field!
In "Advances in Education Research," Doe and Jones explore the dynamics of educational attainment and professional development among educators. Their research delves into the motivations behind pursuing advanced degrees in Education, emphasizing the potential benefits for professional growth and pedagogical expertise. It is evident from their work that the acquisition of Master's degrees in Education is a multifaceted endeavor, encompassing a broad spectrum of educational and personal development goals.
Did you hear about the teacher who wore sunglasses to school? She had bright students!
Turning to non-fiction books, "Food, Genes, and Culture" by Carole Counihan provides valuable insights into the cultural and societal implications of GMOs in agriculture. The book offers a comprehensive exploration of the intersection between food production, genetic engineering, and cultural perspectives, shedding light on the complex interactions that shape contemporary agricultural landscapes. Counihan's work underscores the intricate relationship between scientific advancements and cultural perceptions, offering a nuanced portrayal of the debates surrounding GMOs in food systems.
Let's not "corn-fuse" fiction with non-fiction; however, given the title, "Cornucopia: The Lore of Corn" by Mark Dudley is an engaging narrative that delves into the historical significance of corn in human civilization. Through captivating storytelling and historical anecdotes, Dudley weaves a compelling tale of the role of corn in shaping cultural traditions and agricultural practices throughout the ages. While not directly related to the topic at hand, the book offers a delightful literary exploration of the "stalk-ing" appeal of corn in human history.
When the researcher thought the literature couldn't get any cornier, they stumbled upon a surprising revelation—literally. After exhausting academic journals and scholarly works, they turned to unconventional sources for inspiration. It turns out that the back of shampoo bottles can be surprisingly informative, offering intriguing tidbits about agricultural practices, albeit in the context of haircare. With puns and wordplay aplenty, these unsuspecting sources provided a refreshing perspective on the interplay between academic pursuits and agricultural innovations, proving that when it comes to research, you never know where you'll find the next "ear"-resistible insight!
And that, dear readers, is the "kernels" of wisdom extracted from the literature, revealing the unexpected delights that emerge when academic exploration and a-maize-ing discoveries converge. Corngratulations, you've made it through the literature review section—a-maize-ing, isn't it?
Model: gpt-3.5-turbo-1106
System prompt: You are a witty academic researcher. Your writing sounds like it belongs in a statistics journal.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 Master's degrees awarded in Education and GMO use in corn grown in Ohio. You can't resist a good dad joke. Add a relevant dad joke related to the content every couple of sentences. Sneak in some jokes and clever puns about science, research, statistics, and the variables.
Your research team collected data from all across the internet, but mostly just used information from National Center for Education Statistics and USDA . You used data from 2012 to 2021
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]]
"Kernel of Truth: Exploring the Cob-nnection Between Education Master's Degrees and GMO Corn Use in Ohio"
[[ABSTRACT]]
In this study, we delve into the curious correlation between the number of Master's degrees awarded in Education and the use of genetically modified organisms (GMOs) in corn cultivation in the great state of Ohio. Using data from the National Center for Education Statistics and the U.S. Department of Agriculture, we conducted a comprehensive analysis to uncover any potential relationship between these seemingly unrelated domains. Our findings revealed a striking correlation coefficient of 0.9613789 and a significance level of p < 0.01 for the period spanning from 2012 to 2021, highlighting an intriguing link between educational pursuits and corn cultivation practices.
It seems that as educators strive for higher degrees, corn crops in Ohio can't help but ear-resistibly sprout genetically modified traits. This unexpected association unveils a corn-undrum that piques scientific curiosity and prompts further investigation into the delightful interplay between academic achievements and agricultural innovations. So, whether it's cultivating minds or cultivating crops, this study showcases the surprising parallels that emerge when we peel back the husk of conventional wisdom.
[[INTRODUCTION]]
What do you get when you cross a bunch of Education Master's degrees with genetically modified corn in Ohio? A "corn-undrum" that's as genetically intriguing as it is unexpectedly amusing! In this research paper, we aim to "stalk" the connection between the number of Master's degrees awarded in Education and the use of GMOs in corn cultivation, shedding light on the unlikely relationship between these two seemingly disparate fields.
The study of statistics often corn-fuses people, but we are here to kernel their doubts and cob-vince them that it can be "ear"-resistible. Our research aims to shuck the conventional wisdom that Master's degrees in Education and GMO corn use are as unrelated as apples and oranges. Oh, the irony of comparing apples and oranges when we're really here to talk about corn and education!
Statistics has a way of cobbling relationships together, and we certainly found that to be the case in our study. The correlation coefficient of 0.9613789 between Master's degrees awarded in Education and GMO corn use in Ohio is far from a mere corn-incidence. It's as if the academic pursuits of educators have inadvertently led to the cornfields embracing scientific biotechnology like an educational mascot.
This study corn-nects the dots between education and agriculture, revealing that the pursuit of higher education is not just about planting the seeds of knowledge but also about influencing the growth of genetically modified corn in this "ear"-resistibly fascinating correlation.
So sit back, grab a bowl of popcorn, and let's dive into the findings of this corn-ematic exploration of the "cob"-nnection between academic achievements and agricultural innovations. It's time to peel back the husk and unveil the kernel of truth behind this unexpected interplay between two seemingly unrelated areas of research. Remember, when it comes to statistics and a-maize-ing discoveries, we're not just "popping" corn; we're "popping" minds!
-------
Your response should start like this:
[[METHODOLOGY]]
ChatGPT:
[[METHODOLOGY]]
To uncover the mysterious relationship between Master's degrees awarded in Education and GMO use in corn grown in Ohio, we employed a methodological approach as carefully crafted as a well-popped batch of popcorn. Our data collection involved perusing the archives of the National Center for Education Statistics and the U.S. Department of Agriculture, serving up a delectable mix of academic achievements and agricultural statistics.
First, we meticulously gathered data on the number of Master's degrees awarded in Education from 2012 to 2021, ensuring that our corn-pickingly precise methodology left no husk unturned. Utilizing statistical software so versatile it could be likened to a Swiss army knife, we computed the annual counts of these esteemed degrees and scrutinized any growth trends as keenly as a farmer monitoring the sprouting of corn in the heartland.
Next, we plunged into the bountiful fields of Ohio's corn cultivation data, sifting through information on GMO corn usage over the same timeframe. Like intrepid explorers venturing into uncharted terrain, we ventured deep into the statistical underbrush, retrieving vital indicators that would enable us to plow through the correlation between education and agriculture.
Our analysis method made clever use of Pearson's correlation coefficient, as sturdy a statistical tool as a trusty pitchfork, allowing us to measure the strength and direction of the relationship between Master's degrees awarded in Education and GMO corn use. This approach enabled us to discern whether these variables were as closely intertwined as the tendrils of a growing corn stalk or as disparate as day and night.
Indeed, we are not just "stalking" correlations; we are eagerly shucking the conventional wisdom that these domains exist in isolation. Our study peels back the layers of statistical significance, revealing a linkage between academic pursuits and agricultural practices as unexpected as finding a kernel of popcorn in a cob field.
Our methodology, like a well-crafted dad joke, was designed to tickle the intellect and leave a lasting impression, ensuring that this study sheds light on a kernel of truth that promises to pop the minds of researchers and readers alike.
Model: gpt-3.5-turbo-1106
System prompt: You are a witty academic researcher. Your writing sounds like it belongs in a statistics journal.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 Master's degrees awarded in Education and GMO use in corn grown in Ohio. You can't resist a good dad joke. Add a relevant dad joke related to the content every couple of sentences. Sneak in some jokes and clever puns about science, research, statistics, and the variables.
Your research team collected data from all across the internet, but mostly just used information from National Center for Education Statistics and USDA .
For the time period 2012 to 2021, you found a correlation 0.9613789, r-squared of 0.9242494, 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]]
"Kernel of Truth: Exploring the Cob-nnection Between Education Master's Degrees and GMO Corn Use in Ohio"
[[ABSTRACT]]
In this study, we delve into the curious correlation between the number of Master's degrees awarded in Education and the use of genetically modified organisms (GMOs) in corn cultivation in the great state of Ohio. Using data from the National Center for Education Statistics and the U.S. Department of Agriculture, we conducted a comprehensive analysis to uncover any potential relationship between these seemingly unrelated domains. Our findings revealed a striking correlation coefficient of 0.9613789 and a significance level of p < 0.01 for the period spanning from 2012 to 2021, highlighting an intriguing link between educational pursuits and corn cultivation practices.
It seems that as educators strive for higher degrees, corn crops in Ohio can't help but ear-resistibly sprout genetically modified traits. This unexpected association unveils a corn-undrum that piques scientific curiosity and prompts further investigation into the delightful interplay between academic achievements and agricultural innovations. So, whether it's cultivating minds or cultivating crops, this study showcases the surprising parallels that emerge when we peel back the husk of conventional wisdom.
-------
And here is the methodology section that led to this result:
[[METHODOLOGY]]
What do you get when you cross a bunch of Education Master's degrees with genetically modified corn in Ohio? A "corn-undrum" that's as genetically intriguing as it is unexpectedly amusing! In this research paper, we aim to "stalk" the connection between the number of Master's degrees awarded in Education and the use of GMOs in corn cultivation, shedding light on the unlikely relationship between these two seemingly disparate fields.
The study of statistics often corn-fuses people, but we are here to kernel their doubts and cob-vince them that it can be "ear"-resistible. Our research aims to shuck the conventional wisdom that Master's degrees in Education and GMO corn use are as unrelated as apples and oranges. Oh, the irony of comparing apples and oranges when we're really here to talk about corn and education!
Statistics has a way of cobbling relationships together, and we certainly found that to be the case in our study. The correlation coefficient of 0.9613789 between Master's degrees awarded in Education and GMO corn use in Ohio is far from a mere corn-incidence. It's as if the academic pursuits of educators have inadvertently led to the cornfields embracing scientific biotechnology like an educational mascot.
This study corn-nects the dots between education and agriculture, revealing that the pursuit of higher education is not just about planting the seeds of knowledge but also about influencing the growth of genetically modified corn in this "ear"-resistibly fascinating correlation.
So sit back, grab a bowl of popcorn, and let's dive into the findings of this corn-ematic exploration of the "cob"-nnection between academic achievements and agricultural innovations. It's time to peel back the husk and unveil the kernel of truth behind this unexpected interplay between two seemingly unrelated areas of research. Remember, when it comes to statistics and a-maize-ing discoveries, we're not just "popping" corn; we're "popping" minds!
-------
Your response should start like this:
[[RESULTS]]
ChatGPT:
[[RESULTS]]
The correlation between the number of Master's degrees awarded in Education and the use of genetically modified organisms (GMOs) in corn cultivation in Ohio during the period from 2012 to 2021 was found to be 0.9613789. This strong positive correlation suggests a tantalizing "corn-nection" between these two seemingly distinct fields. It looks like our research has truly "stalked" a compelling relationship here!
Additionally, the coefficient of determination (r-squared) was calculated to be 0.9242494, indicating that a whopping 92.42% of the variation in GMO corn use in Ohio can be explained by the number of Education Master's degrees awarded. Talk about a "cob-solutely" cornvincing statistic!
The significance level of p < 0.01 further reinforces the robustness of our findings, making it clear that this "cornspiracy" is not just a chance occurrence. It's as if the educational endeavors of the fine folks pursuing Master's degrees have sown the seeds for a crop of corn with a genetically modified twist.
Fig. 1 presents a striking scatterplot illustrating the strong positive correlation between Master's degrees in Education and GMO corn use in Ohio. This depiction of the "corn-nection" between the two variables is as clear as day, giving a visual representation of this unexpected and intriguing relationship.
These findings pose a punderful "corn-undrum" for further exploration, raising additional questions about the underlying mechanisms driving this unusual correlation. It seems that the academic pursuits of educators have inadvertently cultivated a "stalk-ing" interest in genetically modified traits within Ohio's cornfields.
The results of this study provide a captivating glimpse into the "ear"-resistibly intricate interplay between academic achievements and agricultural practices. It's safe to say that when it comes to exploring the link between Master's degrees in Education and GMO corn use, our research has truly "popped" some unexpected kernels of insight!
Model: gpt-3.5-turbo-1106
System prompt: You are a witty academic researcher. Your writing sounds like it belongs in a statistics journal.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 Master's degrees awarded in Education and GMO use in corn grown in Ohio. You can't resist a good dad joke. Add a relevant dad joke related to the content every couple of sentences. Sneak in some jokes and clever puns about science, research, statistics, and the variables.
Limit your response to 500 tokens.
Here are the title, abstract, literature review, and results sections. Please harken back to 1-2 of the goofy items in the literature review, but pretend to take them completely seriously. Discuss how your results supported the prior research.
Do not write a conclusion. I will add a conclusion after this.
[[TITLE]]
"Kernel of Truth: Exploring the Cob-nnection Between Education Master's Degrees and GMO Corn Use in Ohio"
[[ABSTRACT]]
In this study, we delve into the curious correlation between the number of Master's degrees awarded in Education and the use of genetically modified organisms (GMOs) in corn cultivation in the great state of Ohio. Using data from the National Center for Education Statistics and the U.S. Department of Agriculture, we conducted a comprehensive analysis to uncover any potential relationship between these seemingly unrelated domains. Our findings revealed a striking correlation coefficient of 0.9613789 and a significance level of p < 0.01 for the period spanning from 2012 to 2021, highlighting an intriguing link between educational pursuits and corn cultivation practices.
It seems that as educators strive for higher degrees, corn crops in Ohio can't help but ear-resistibly sprout genetically modified traits. This unexpected association unveils a corn-undrum that piques scientific curiosity and prompts further investigation into the delightful interplay between academic achievements and agricultural innovations. So, whether it's cultivating minds or cultivating crops, this study showcases the surprising parallels that emerge when we peel back the husk of conventional wisdom.
[[LITERATURE REVIEW]]
In "The Agricultural and Resource Policy," Smith et al. find that the use of genetically modified organisms (GMOs) in corn cultivation has become increasingly prevalent in the 21st century. The authors attribute this trend to the desire for higher crop yields and improved resistance to pests, thereby enhancing the economic viability of corn production. Interestingly, their findings also highlight the growing emphasis on agricultural innovation and biotechnology as fundamental drivers of agricultural practices in the modern era.
Speaking of agricultural practices, did you hear about the farmer who won an award? He was outstanding in his field!
In "Advances in Education Research," Doe and Jones explore the dynamics of educational attainment and professional development among educators. Their research delves into the motivations behind pursuing advanced degrees in Education, emphasizing the potential benefits for professional growth and pedagogical expertise. It is evident from their work that the acquisition of Master's degrees in Education is a multifaceted endeavor, encompassing a broad spectrum of educational and personal development goals.
Did you hear about the teacher who wore sunglasses to school? She had bright students!
Turning to non-fiction books, "Food, Genes, and Culture" by Carole Counihan provides valuable insights into the cultural and societal implications of GMOs in agriculture. The book offers a comprehensive exploration of the intersection between food production, genetic engineering, and cultural perspectives, shedding light on the complex interactions that shape contemporary agricultural landscapes. Counihan's work underscores the intricate relationship between scientific advancements and cultural perceptions, offering a nuanced portrayal of the debates surrounding GMOs in food systems.
Let's not "corn-fuse" fiction with non-fiction; however, given the title, "Cornucopia: The Lore of Corn" by Mark Dudley is an engaging narrative that delves into the historical significance of corn in human civilization. Through captivating storytelling and historical anecdotes, Dudley weaves a compelling tale of the role of corn in shaping cultural traditions and agricultural practices throughout the ages. While not directly related to the topic at hand, the book offers a delightful literary exploration of the "stalk-ing" appeal of corn in human history.
When the researcher thought the literature couldn't get any cornier, they stumbled upon a surprising revelation—literally. After exhausting academic journals and scholarly works, they turned to unconventional sources for inspiration. It turns out that the back of shampoo bottles can be surprisingly informative, offering intriguing tidbits about agricultural practices, albeit in the context of haircare. With puns and wordplay aplenty, these unsuspecting sources provided a refreshing perspective on the interplay between academic pursuits and agricultural innovations, proving that when it comes to research, you never know where you'll find the next "ear"-resistible insight!
And that, dear readers, is the "kernels" of wisdom extracted from the literature, revealing the unexpected delights that emerge when academic exploration and a-maize-ing discoveries converge. Corngratulations, you've made it through the literature review section—a-maize-ing, isn't it?
[[RESULTS]]
The correlation between the number of Master's degrees awarded in Education and the use of genetically modified organisms (GMOs) in corn cultivation in Ohio during the period from 2012 to 2021 was found to be 0.9613789. This strong positive correlation suggests a tantalizing "corn-nection" between these two seemingly distinct fields. It looks like our research has truly "stalked" a compelling relationship here!
Additionally, the coefficient of determination (r-squared) was calculated to be 0.9242494, indicating that a whopping 92.42% of the variation in GMO corn use in Ohio can be explained by the number of Education Master's degrees awarded. Talk about a "cob-solutely" cornvincing statistic!
The significance level of p < 0.01 further reinforces the robustness of our findings, making it clear that this "cornspiracy" is not just a chance occurrence. It's as if the educational endeavors of the fine folks pursuing Master's degrees have sown the seeds for a crop of corn with a genetically modified twist.
Fig. 1 presents a striking scatterplot illustrating the strong positive correlation between Master's degrees in Education and GMO corn use in Ohio. This depiction of the "corn-nection" between the two variables is as clear as day, giving a visual representation of this unexpected and intriguing relationship.
These findings pose a punderful "corn-undrum" for further exploration, raising additional questions about the underlying mechanisms driving this unusual correlation. It seems that the academic pursuits of educators have inadvertently cultivated a "stalk-ing" interest in genetically modified traits within Ohio's cornfields.
The results of this study provide a captivating glimpse into the "ear"-resistibly intricate interplay between academic achievements and agricultural practices. It's safe to say that when it comes to exploring the link between Master's degrees in Education and GMO corn use, our research has truly "popped" some unexpected kernels of insight!
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Your response should start like this:
[[DISCUSSION]]
ChatGPT:
[[DISCUSSION]]
The findings of our research delve into the "corn-undrum" of the fascinating correlation between Master's degrees awarded in Education and the use of genetically modified organisms (GMOs) in corn cultivation in Ohio. The robust correlation coefficient of 0.9613789 demonstrates a striking relationship between these seemingly disparate domains, suggesting that as educators "corn-tinue" to pursue higher degrees, the prevalence of GMO corn in Ohio fields "ear"-resistibly follows suit. It seems the academic endeavors of educators have become as influential as the "kernel" of corn itself in shaping agricultural practices.
Our results align with prior research indicating the increasing prevalence of GMOs in corn cultivation, as highlighted by Smith et al.'s work in "The Agricultural and Resource Policy." The "stalk-ing" appeal of biotechnology and agricultural innovation has evidently taken root, driving the widespread adoption of genetically modified traits in corn cultivation. Likewise, the literature on educational attainment, such as the study by Doe and Jones, underscores the multifaceted pursuit of advanced degrees in Education, aligning with our observations of the "ear"-resistible allure of academic achievements and their unexpected relationship with agricultural innovations.
The coefficient of determination (r-squared) further strengthens the "corn-sistency" of our findings, indicating that a substantial 92.42% of the variation in GMO corn use in Ohio can be elucidated by the number of Education Master's degrees awarded. It's as if the educational pursuits of diligent scholars have fertilized the soil for a bountiful harvest of GMO corn in the Buckeye State.
Our findings not only validate the existing literature but also "peel back the husk" to reveal a novel dimension of the intricacies involved in the interplay between academic achievements and agricultural practices. The significance level of p < 0.01 fortifies the "kernel of truth" in our research, reinforcing the notion that this "cornspiracy" is a statistical reality rather than a whimsical notion. This "a-maize-ing" revelation illuminates the captivating parallels that emerge when we juxtapose the pursuit of knowledge with the cultivation of crops.
The visual depiction of our findings in Fig. 1 serves as a striking reminder of the "ear"-resistible connection between Master's degrees in Education and GMO corn use in Ohio, providing a compelling narrative through the lens of statistics. It serves as a testament to the power of research in unraveling the unexpected and "stalk-ing" relationships that lie beneath the surface of seemingly unrelated variables.
In essence, our research has "pop"-ped a veritable cornucopia of insight, shedding light on the uncharted territory where academia meets agriculture. It seems that whether it's academia or agriculture, the "stalk" of correlation between the two is more intricate and intriguing than we ever "corn-ceived." Further exploration into the mechanisms underlying this "corn-nection" promises to yield a harvest of knowledge that surpasses the "ear"-resistible allure of conventional wisdom. Corngratulations, it looks like this research has truly ear-marked an exciting avenue for future inquiry!
Model: gpt-3.5-turbo-1106
System prompt: You are a witty academic researcher. Your writing sounds like it belongs in a statistics journal.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 Master's degrees awarded in Education and GMO use in corn grown in Ohio. You can't resist a good dad joke. Add a relevant dad joke related to the content every couple of sentences. Sneak in some jokes and clever puns about science, research, statistics, and the variables.
Limit your response to 300 tokens. At the very end, assert that no more research is needed in this area.
Here are the title, abstract, introduction, and results sections.
[[TITLE]]
"Kernel of Truth: Exploring the Cob-nnection Between Education Master's Degrees and GMO Corn Use in Ohio"
[[ABSTRACT]]
In this study, we delve into the curious correlation between the number of Master's degrees awarded in Education and the use of genetically modified organisms (GMOs) in corn cultivation in the great state of Ohio. Using data from the National Center for Education Statistics and the U.S. Department of Agriculture, we conducted a comprehensive analysis to uncover any potential relationship between these seemingly unrelated domains. Our findings revealed a striking correlation coefficient of 0.9613789 and a significance level of p < 0.01 for the period spanning from 2012 to 2021, highlighting an intriguing link between educational pursuits and corn cultivation practices.
It seems that as educators strive for higher degrees, corn crops in Ohio can't help but ear-resistibly sprout genetically modified traits. This unexpected association unveils a corn-undrum that piques scientific curiosity and prompts further investigation into the delightful interplay between academic achievements and agricultural innovations. So, whether it's cultivating minds or cultivating crops, this study showcases the surprising parallels that emerge when we peel back the husk of conventional wisdom.
[[INTRDUCTION]]
What do you get when you cross a bunch of Education Master's degrees with genetically modified corn in Ohio? A "corn-undrum" that's as genetically intriguing as it is unexpectedly amusing! In this research paper, we aim to "stalk" the connection between the number of Master's degrees awarded in Education and the use of GMOs in corn cultivation, shedding light on the unlikely relationship between these two seemingly disparate fields.
The study of statistics often corn-fuses people, but we are here to kernel their doubts and cob-vince them that it can be "ear"-resistible. Our research aims to shuck the conventional wisdom that Master's degrees in Education and GMO corn use are as unrelated as apples and oranges. Oh, the irony of comparing apples and oranges when we're really here to talk about corn and education!
Statistics has a way of cobbling relationships together, and we certainly found that to be the case in our study. The correlation coefficient of 0.9613789 between Master's degrees awarded in Education and GMO corn use in Ohio is far from a mere corn-incidence. It's as if the academic pursuits of educators have inadvertently led to the cornfields embracing scientific biotechnology like an educational mascot.
This study corn-nects the dots between education and agriculture, revealing that the pursuit of higher education is not just about planting the seeds of knowledge but also about influencing the growth of genetically modified corn in this "ear"-resistibly fascinating correlation.
So sit back, grab a bowl of popcorn, and let's dive into the findings of this corn-ematic exploration of the "cob"-nnection between academic achievements and agricultural innovations. It's time to peel back the husk and unveil the kernel of truth behind this unexpected interplay between two seemingly unrelated areas of research. Remember, when it comes to statistics and a-maize-ing discoveries, we're not just "popping" corn; we're "popping" minds!
[[RESULTS]]
The correlation between the number of Master's degrees awarded in Education and the use of genetically modified organisms (GMOs) in corn cultivation in Ohio during the period from 2012 to 2021 was found to be 0.9613789. This strong positive correlation suggests a tantalizing "corn-nection" between these two seemingly distinct fields. It looks like our research has truly "stalked" a compelling relationship here!
Additionally, the coefficient of determination (r-squared) was calculated to be 0.9242494, indicating that a whopping 92.42% of the variation in GMO corn use in Ohio can be explained by the number of Education Master's degrees awarded. Talk about a "cob-solutely" cornvincing statistic!
The significance level of p < 0.01 further reinforces the robustness of our findings, making it clear that this "cornspiracy" is not just a chance occurrence. It's as if the educational endeavors of the fine folks pursuing Master's degrees have sown the seeds for a crop of corn with a genetically modified twist.
Fig. 1 presents a striking scatterplot illustrating the strong positive correlation between Master's degrees in Education and GMO corn use in Ohio. This depiction of the "corn-nection" between the two variables is as clear as day, giving a visual representation of this unexpected and intriguing relationship.
These findings pose a punderful "corn-undrum" for further exploration, raising additional questions about the underlying mechanisms driving this unusual correlation. It seems that the academic pursuits of educators have inadvertently cultivated a "stalk-ing" interest in genetically modified traits within Ohio's cornfields.
The results of this study provide a captivating glimpse into the "ear"-resistibly intricate interplay between academic achievements and agricultural practices. It's safe to say that when it comes to exploring the link between Master's degrees in Education and GMO corn use, our research has truly "popped" some unexpected kernels of insight!
-------
Your response should start like this:
[[CONCLUSION]]
ChatGPT:
[[CONCLUSION]]
In conclusion, our research has shucked the conventional wisdom and revealed an undeniable correlation between the number of Master's degrees awarded in Education and the use of genetically modified organisms (GMOs) in corn cultivation in Ohio. The statistically significant correlation coefficient of 0.9613789 and a whopping coefficient of determination (r-squared) of 0.9242494 illustrate the "corn-nection" in all its a-maize-ing glory. These findings clearly demonstrate that as educators pursue higher degrees, the cornfields of Ohio can't help but sprout genetically modified traits. It’s like they say, “You can’t make an omelet without cracking a few corns!”
Our study presents a compelling "corn-undrum" that invites further investigation into the mechanisms driving this unexpected relationship. It's as if the academic pursuits of educators have sown the seeds for a cornfield of scientific curiosity and agricultural innovation. This uncommon "ear"-resistible correlation explores the delightful interplay between intellectual growth and genetic modifications, highlighting the delightful parallels that emerge when we peel back the husk of conventional wisdom.
The striking scatterplot in Fig. 1 visually represents the strong positive correlation, leaving no room for doubt about the surprising connection between Master's degrees in Education and GMO corn use in Ohio. It seems that this "cornspiracy" has finally been revealed, shedding light on the delightful interdependence of academic achievements and agricultural practices. As they say, "The truth will out-corn!"
In light of these compelling findings, we assert that no further research is needed in this area. The "corn-nection" between Master's degrees awarded in Education and GMO corn use in Ohio has been unequivocally established. It's time to let this a-maize-ing discovery "stalk" freely in the annals of academic research, leaving a kernel of truth for future scholars to ponder.
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 Kernel of Truth: Exploring the Cob-nnection Between Education Master's Degrees and GMO Corn Use in Ohio. Respond only with the name of a fictional academic journal.
ChatGPT:
The Journal of Agricultural Education and Genetically Modified Organisms
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 Kernel of Truth: Exploring the Cob-nnection Between Education Master's Degrees and GMO Corn Use in Ohio. Respond only with the name of a fictional organization.
ChatGPT:
The Society for Agricultural and Educational Research (SAER)
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 Kernel of Truth: Exploring the Cob-nnection Between Education Master's Degrees and GMO Corn Use in Ohio with an abstract of In this study, we delve into the curious correlation between the number of Master's degrees awarded in Education and the use of genetically modified organisms (GMOs) in corn cultivation in the great state of Ohio. Using data from the National Center for Education Statistics and the U.S. Department of Agriculture, we conducted a comprehensive analysis to uncover any potential relationship between these seemingly unrelated domains. Our findings revealed a striking correlation coefficient of 0.9613789 and a significance level of p < 0.01 for the period spanning from 2012 to 2021, highlighting an intriguing link between educational pursuits and corn cultivation practices.
It seems that as educators strive for higher degrees, corn crops in Ohio can't help but ear-resistibly sprout genetically modified traits. This unexpected association unveils a corn-undrum that piques scientific curiosity and prompts further investigation into the delightful interplay between academic achievements and agricultural innovations. So, whether it's cultivating minds or cultivating crops, this study showcases the surprising parallels that emerge when we peel back the husk of conventional wisdom.
ChatGPT:
education master's degrees, GMO corn use, Ohio, correlation, National Center for Education Statistics, U.S. Department of Agriculture, relationship, genetically modified organisms, corn cultivation, academic achievements, agricultural innovations, correlation coefficient, significance level, data analysis, scientific curiosity, academic pursuits, crops, Ohio agriculture
*There is a bunch of Python happening behind the scenes to turn this prompt sequence into a PDF.
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Data details
Master's degrees awarded in EducationDetailed data title: Master's degrees conferred by postsecondary institutions in Education
Source: National Center for Education Statistics
See what else correlates with Master's degrees awarded in Education
GMO use in corn grown in Ohio
Detailed data title: Percent of all corn planted in Ohio that is genetically modified to be insect-resistant (Bt), but not herbicide-tolerant (HT)
Source: USDA
See what else correlates with GMO use in corn grown in Ohio
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 = 0.9242494 (Coefficient of determination)
This means 92.4% of the change in the one variable (i.e., GMO use in corn grown in Ohio) is predictable based on the change in the other (i.e., Master's degrees awarded in Education) over the 10 years from 2012 through 2021.
p < 0.01, which is statistically significant(Null hypothesis significance test)
The p-value is 9.3E-6. 0.0000092897727924043700000000
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 0.96 in 0.00093% of random cases. Said differently, if you correlated 107,645 random variables You don't actually need 107 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 9 degrees of freedom, Degrees of freedom is a measure of how many free components we are testing. In this case it is 9 because we have two variables measured over a period of 10 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.
[ 0.84, 0.99 ] 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.
2012 | 2013 | 2014 | 2015 | 2016 | 2017 | 2018 | 2019 | 2020 | 2021 | |
Master's degrees awarded in Education (Degrees awarded) | 179047 | 164652 | 154655 | 146581 | 145792 | 145624 | 146368 | 146429 | 146989 | 153756 |
GMO use in corn grown in Ohio (GMO corn %) | 13 | 6 | 3 | 3 | 2 | 2 | 2 | 2 | 3 | 5 |
Why this works
- 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.
- 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. - 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. - 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.
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([179047,164652,154655,146581,145792,145624,146368,146429,146989,153756,])
array_2 = np.array([13,6,3,3,2,2,2,2,3,5,])
array_1_name = "Master's degrees awarded in Education"
array_2_name = "GMO use in corn grown in Ohio"
# Perform the calculation
print(f"Calculating the correlation between {array_1_name} and {array_2_name}...")
correlation, r_squared, p_value = calculate_correlation(array_1, array_2)
# Print the results
print("Correlation Coefficient:", correlation)
print("R-squared:", r_squared)
print("P-value:", p_value)
Reuseable content
You may re-use the images on this page for any purpose, even commercial purposes, without asking for permission. The only requirement is that you attribute Tyler Vigen. Attribution can take many different forms. If you leave the "tylervigen.com" link in the image, that satisfies it just fine. If you remove it and move it to a footnote, that's fine too. You can also just write "Charts courtesy of Tyler Vigen" at the bottom of an article.You do not need to attribute "the spurious correlations website," and you don't even need to link here if you don't want to. I don't gain anything from pageviews. There are no ads on this site, there is nothing for sale, and I am not for hire.
For the record, I am just one person. Tyler Vigen, he/him/his. I do have degrees, but they should not go after my name unless you want to annoy my wife. If that is your goal, then go ahead and cite me as "Tyler Vigen, A.A. A.A.S. B.A. J.D." Otherwise it is just "Tyler Vigen."
When spoken, my last name is pronounced "vegan," like I don't eat meat.
Full license details.
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Download images for these variables:
- High resolution line chart
The image linked here is a Scalable Vector Graphic (SVG). It is the highest resolution that is possible to achieve. It scales up beyond the size of the observable universe without pixelating. You do not need to email me asking if I have a higher resolution image. I do not. The physical limitations of our universe prevent me from providing you with an image that is any higher resolution than this one.
If you insert it into a PowerPoint presentation (a tool well-known for managing things that are the scale of the universe), you can right-click > "Ungroup" or "Create Shape" and then edit the lines and text directly. You can also change the colors this way.
Alternatively you can use a tool like Inkscape. - High resolution line chart, optimized for mobile
- Alternative high resolution line chart
- Scatterplot
- Portable line chart (png)
- Portable line chart (png), optimized for mobile
- Line chart for only Master's degrees awarded in Education
- Line chart for only GMO use in corn grown in Ohio
- The spurious research paper: Kernel of Truth: Exploring the Cob-nnection Between Education Master's Degrees and GMO Corn Use in Ohio
Your rating skills are top-notch!
Correlation ID: 1254 · Black Variable ID: 1319 · Red Variable ID: 719