Spurious correlation #2,809 · View random
A linear line chart with years as the X-axis and two variables on the Y-axis. The first variable is Bachelor's degrees awarded in Engineering technologies and the second variable is Renewable energy production in Cameroon. The chart goes from 2012 to 2021, and the two variables track closely in value over that time.

A linear line chart with years as the X-axis and two variables on the Y-axis. The first variable is Bachelor's degrees awarded in Engineering technologies and the second variable is Renewable energy production in Cameroon. The chart goes from 2012 to 2021, and the two variables track closely in value over that time.

Download png, svg

AI explanation

As the number of engineering technology graduates rose, so did their innovative 'watt' ideas and 'solar' panels of expertise. This sparked a 'renewed' interest and 'engineered' a brighter future for renewable energy production in Cameroon. It seems like these graduates were truly 'powering' up the industry and giving it the 'green light' to thrive. With their 'current' knowledge and 'magnetic' personalities, they were able to 'transform' the energy sector and 'propel' it towards a more sustainable path. Perhaps they simply had a 'positive charge' that couldn't be 'resisted'!

^{Show image generation prompt} Model: dalle-3
Prompt: Generate an image of a group of engineers proudly receiving their bachelor's degrees in engineering technologies at a ceremony in Cameroon. Surrounding them are towering wind turbines and solar panels, symbolizing the surge in renewable energy production in the country. The graduates' pride and determination to make a difference are palpable, reflecting their innovative ideas that have sparked a newfound interest in renewable energy and ignited a resurgence in sustainable power generation. Capture the essence of achievement, innovation, and a hopeful future within the vibrant cyberpunk aesthetic. The depiction should include only scenes, people, and objects, it should not include text or speech bubbles.

This image generation prompt was also generated by AI, using the following sequence:

Model: gpt-3.5-turbo-1106
System prompt: You select one of a few potential scene descriptors that seems to go along with the variables described. You respond only with the scene descriptions provided and say nothing else.
User prompt: Here are two variables: Bachelor's degrees awarded in Engineering technologies and Renewable energy production in Cameroon. Given these, which of the following image style descriptions seems most appropriate? Pick the one that seems to be related to one of the variables at hand. Please respond with only one of the following potential descriptions: 3D Pixar Style Sci-fi fantacy Brutalism Cyberpunk Cute 2D animation
ChatGPT: Cyberpunk

Model: gpt-3.5-turbo-1106
System prompt: You describe simple visual scenes that depict the two variables stated. You combine both variables into one scene.
User prompt: Please describe a visual scene that prominently depicts both Bachelor's degrees awarded in Engineering technologies and Renewable energy production in Cameroon, in the following situation: As more engineers entered the job market, they "watt" to make a difference. Their "energy" in developing new technologies "sparked" interest in renewable energy in Cameroon. As a result, the country saw a "resurgence" in renewable energy production.. Keep the description simple.
ChatGPT: A group of engineers proudly receive their Bachelor's degrees in Engineering technologies at a ceremony in Cameroon. Meanwhile, wind turbines and solar panels stand tall in the background, symbolizing the surge in renewable energy production in the country. The graduates' motivation to make a difference and their innovative ideas have sparked a newfound interest in renewable energy, leading to the exciting resurgence in sustainable power generation.

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: [ Cyberpunk ] and depicting this scene: A group of engineers proudly receive their Bachelor's degrees in Engineering technologies at a ceremony in Cameroon. Meanwhile, wind turbines and solar panels stand tall in the background, symbolizing the surge in renewable energy production in the country. The graduates' motivation to make a difference and their innovative ideas have sparked a newfound interest in renewable energy, leading to the exciting resurgence in sustainable power generation. Keep the visual depiction simple. Do not include any words or speech bubbles.
ChatGPT: Generate an image of a group of engineers proudly receiving their bachelor's degrees in engineering technologies at a ceremony in Cameroon. Surrounding them are towering wind turbines and solar panels, symbolizing the surge in renewable energy production in the country. The graduates' pride and determination to make a difference are palpable, reflecting their innovative ideas that have sparked a newfound interest in renewable energy and ignited a resurgence in sustainable power generation. Capture the essence of achievement, innovation, and a hopeful future within the vibrant cyberpunk aesthetic.

*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.
^{Show prompt for explanation} Model: gpt-3.5-turbo-1106 (fine-tuned)
System prompt: You provide humorous responses in the form of plausible sounding explanations for correlations. You assume the correlation is causative for the purpose of the explanation even if it is ridiculous. You do not chat with the user, you only reply with the causal connection explanation and nothing else.
User prompt: Please make up a funny explanation for how an increase in Bachelor's degrees awarded in Engineering technologies caused Renewable energy production in Cameroon to increase. Include one good pun.

AI academic paper

(Because p < 0.01)

Engineering a Bright Future: The Connection Between Bachelor's Degrees in Engineering Technologies and Renewable Energy Production in Cameroon

The Journal of Ecological Engineering Innovations

Jan 2024

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

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

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

Please make up a literature review section of an academic research paper presenting the findings of the connection between Bachelor's degrees awarded in Engineering technologies and Renewable energy production in Cameroon. 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 name some cartoons and childrens' shows that you watched that are related to the topic.

Here is the title and abstract of the paper:
[[TITLE]]
"Engineering a Bright Future: The Connection Between Bachelor's Degrees in Engineering Technologies and Renewable Energy Production in Cameroon"

[[ABSTRACT]]
In recent years, the relationship between the number of Bachelor's degrees awarded in Engineering technologies and Renewable energy production has been a topic of increasing interest, especially with the global push towards sustainable energy solutions. Our research team aimed to shed light on this connection by conducting a comprehensive analysis using data from the National Center for Education Statistics and the Energy Information Administration. We uncovered a correlation coefficient of 0.9607221 and p < 0.01 for the period spanning 2012 to 2021, indicating a strong statistical association between these variables.

Like a photon losing energy, the jokes in this paper may cause groans, but we soldier on. As we delved into the data, we found that the number of Bachelor's degrees awarded in Engineering technologies had a remarkably positive correlation with the production of renewable energy in Cameroon throughout the studied period. It seems that as more individuals earned degrees in engineering with a focus on technology, the country's capacity for renewable energy production also surged, resulting in a harmonious synergy akin to a well-tuned wind turbine.

Our findings not only demonstrate the tangible impact of education in engineering on sustainable energy initiatives, but they also point to a potential renewable "degree"-vantage for the nation's energy landscape. While these results are indeed noteworthy, we acknowledge that our study is just a snapshot in time, and the dynamic nature of renewable energy and education warrants further investigation.

In conclusion, our research provides empirical evidence of the correlation between Bachelor's degrees in Engineering technologies and Renewable energy production in Cameroon, emphasizing the importance of investing in educational programs that can propel sustainable energy goals. As we look towards the future, our hope is that the findings of this study may "engineer" new perspectives and policies that power the nation's journey towards a greener and more sustainable tomorrow.

-------

And here is the introduction section that led to this literature review:
[[INTRODUCTION]]
In the realm of sustainable energy, the intertwining relationship between educational pursuits and the production of renewable energy has become a focal point of interest, sparking discussions and inquiries into its nuances and implications. It's as if the energy industry and academia got together and said, "Let's make some meaningful connections!"
Our study zeroes in on the connection between the number of Bachelor's degrees awarded in Engineering technologies and the generation of renewable energy in the captivating landscape of Cameroon. It's a bit like examining the links in a chain, except with less metal and more brainpower!
As we embark on this scholarly endeavor, we've unearthed a wealth of empirical data from the National Center for Education Statistics and the Energy Information Administration, not to mention a treasure trove of engineering puns that we’ll sprinkle through this paper like confetti at, well, an engineering graduation ceremony.
The correlation coefficient of 0.9607221 and p < 0.01 that we uncovered during our analysis points to a robust statistical relationship between Bachelor's degrees in Engineering technologies and the production of renewable energy in Cameroon. It’s almost as strong as the forces holding a wind turbine in place – talk about a powerful correlation!
Our investigation has revealed that as the number of Bachelor's degrees in Engineering technologies increased, so did the production of renewable energy in Cameroon. It’s almost like a chain reaction, where the spark of education ignites a renewable energy revolution. You could say it's a "Watt"-synergistic effect - sorry, couldn't resist!

-------

Your response should start like this:

[[LITERATURE REVIEW]]

ChatGPT:
[[LITERATURE REVIEW]]

The relationship between educational attainment in engineering and the production of renewable energy has garnered increasing attention in academic circles. Smith and Doe (2015) emphasize the importance of interdisciplinary collaboration between engineering and energy production, highlighting the potential for sustainable solutions. Similarly, Jones (2018) delves into the role of education in advancing renewable energy technologies, providing a comprehensive overview of the subject matter.

Moving from the serious to the not-so-serious, "Renewable Energy for Dummies" by Brown and Green (2017) offers a beginner's guide to understanding renewable energy production, while "The Engineering Technologies Handbook" by Gray and Watts (2019) provides an in-depth exploration of various engineering disciplines. These books lay the foundation for understanding the complex interplay between education and sustainable energy, serving as intellectual fuel for our research.

Transitioning from non-fiction to the realm of imagination, "Winds of Change: An Engineer's Tale" by Gale Force (2020) and "Solar Sparks: A Renewable Odyssey" by Ray N. Bowen (2016) transport readers into fictional worlds where engineering prowess and renewable energy innovations reign supreme. These works, though not grounded in empirical data, offer creative interpretations of the potential impact of engineering education on renewable energy initiatives.

Shifting gears once more, we draw inspiration from childhood favorites such as "The Magic School Bus: Renewable Energy Adventure" and "Bill Nye the Science Guy: The Renewable Revolution." Through these educational programs, younger audiences are introduced to the concepts of sustainable energy in a lighthearted and engaging manner. Just as Ms. Frizzle takes her students on whimsical journeys, our research aims to take readers on an intellectual expedition through the realm of renewable energy and engineering education.

Stay tuned for the "shocking" results of our investigation, and remember, it's all fun and games until someone starts talking about voltage and current!

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 Bachelor's degrees awarded in Engineering technologies and Renewable energy production in Cameroon. You can't resist a good dad joke. Add a relevant dad joke related to the content every couple of sentences.

Your research team collected data from all across the internet, but mostly just used information from National Center for Education Statistics and Energy Information Administration . 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]]
"Engineering a Bright Future: The Connection Between Bachelor's Degrees in Engineering Technologies and Renewable Energy Production in Cameroon"

[[ABSTRACT]]
In recent years, the relationship between the number of Bachelor's degrees awarded in Engineering technologies and Renewable energy production has been a topic of increasing interest, especially with the global push towards sustainable energy solutions. Our research team aimed to shed light on this connection by conducting a comprehensive analysis using data from the National Center for Education Statistics and the Energy Information Administration. We uncovered a correlation coefficient of 0.9607221 and p < 0.01 for the period spanning 2012 to 2021, indicating a strong statistical association between these variables.

Like a photon losing energy, the jokes in this paper may cause groans, but we soldier on. As we delved into the data, we found that the number of Bachelor's degrees awarded in Engineering technologies had a remarkably positive correlation with the production of renewable energy in Cameroon throughout the studied period. It seems that as more individuals earned degrees in engineering with a focus on technology, the country's capacity for renewable energy production also surged, resulting in a harmonious synergy akin to a well-tuned wind turbine.

Our findings not only demonstrate the tangible impact of education in engineering on sustainable energy initiatives, but they also point to a potential renewable "degree"-vantage for the nation's energy landscape. While these results are indeed noteworthy, we acknowledge that our study is just a snapshot in time, and the dynamic nature of renewable energy and education warrants further investigation.

In conclusion, our research provides empirical evidence of the correlation between Bachelor's degrees in Engineering technologies and Renewable energy production in Cameroon, emphasizing the importance of investing in educational programs that can propel sustainable energy goals. As we look towards the future, our hope is that the findings of this study may "engineer" new perspectives and policies that power the nation's journey towards a greener and more sustainable tomorrow.

[[INTRODUCTION]]
In the realm of sustainable energy, the intertwining relationship between educational pursuits and the production of renewable energy has become a focal point of interest, sparking discussions and inquiries into its nuances and implications. It's as if the energy industry and academia got together and said, "Let's make some meaningful connections!"
Our study zeroes in on the connection between the number of Bachelor's degrees awarded in Engineering technologies and the generation of renewable energy in the captivating landscape of Cameroon. It's a bit like examining the links in a chain, except with less metal and more brainpower!
As we embark on this scholarly endeavor, we've unearthed a wealth of empirical data from the National Center for Education Statistics and the Energy Information Administration, not to mention a treasure trove of engineering puns that we’ll sprinkle through this paper like confetti at, well, an engineering graduation ceremony.
The correlation coefficient of 0.9607221 and p < 0.01 that we uncovered during our analysis points to a robust statistical relationship between Bachelor's degrees in Engineering technologies and the production of renewable energy in Cameroon. It’s almost as strong as the forces holding a wind turbine in place – talk about a powerful correlation!
Our investigation has revealed that as the number of Bachelor's degrees in Engineering technologies increased, so did the production of renewable energy in Cameroon. It’s almost like a chain reaction, where the spark of education ignites a renewable energy revolution. You could say it's a "Watt"-synergistic effect - sorry, couldn't resist!

-------

Your response should start like this:

[[METHODOLOGY]]

ChatGPT:

[[METHODOLOGY]]

To delve into the interplay between Bachelor's degrees in Engineering technologies and Renewable energy production in Cameroon, our research team employed a medley of data collection and analysis methods. First, we combed through the online repositories of the National Center for Education Statistics and the Energy Information Administration like diligent digital detectives searching for clues. It was a bit like a digital treasure hunt, with Excel spreadsheets as our map and statistical analyses as our compass.

Once we gathered the relevant data spanning the years 2012 to 2021, we conducted a rigorous round of data cleaning, not unlike Marie Kondo decluttering a dataset, to ensure that only the most joy-sparking and relevant data points remained. Our team then huddled together like engineering wizards and performed robust statistical analyses, unleashing powerful regression models and correlation tests to uncover the compelling patterns within the dataset.

In a bid to ensure the credibility and reliability of our findings, we employed cautious statistical precautions and verifications. It was like double-checking the bolts on a turbine to ensure that our results were solid and resilient.

Before proceeding with the analyses, we also tested for multicollinearity and other potential confounders, ensuring that our results were as clean and untangled as a well-kept set of extension cords in an engineer's toolkit. We also conducted sensitivity analyses to gauge the robustness of our findings, akin to stress-testing a newly designed bridge to confirm its structural integrity.

Furthermore, we applied a quasi-experimental methodology to control for potential third variables and confounding factors, treating our dataset with the same level of caution as a priceless artifact in a museum. This involved utilizing advanced statistical techniques to isolate the impact of Bachelor's degrees in Engineering technologies on renewable energy production, similar to separating the individual notes in a complex musical arrangement.

In a somewhat offbeat twist, we also integrated qualitative interviews with educational and energy industry experts in Cameroon to gain a deeper understanding of the contextual factors influencing the relationship between educational pursuits and renewable energy production. These interviews provided valuable insights and real-world perspectives, adding a human touch to our predominantly quantitative analysis.

In the spirit of embracing a multidisciplinary approach, we also borrowed a page from the engineering playbook and utilized geographic information systems (GIS) to map the spatial distribution of renewable energy production facilities in Cameroon in relation to educational institutions offering degrees in engineering technologies. This unconventional method offered a visual dimension to our analysis, allowing us to see the landscape of educational and energy infrastructures in Cameroon in a whole new light.

As a humorous aside, this methodology section wasn't just about measurement and analysis; it was also a testament to the lengths researchers will go to in the pursuit of knowledge – even if it means venturing into uncharted territories akin to explorers in a scholarly "engineering" expedition!

Through this blend of quantitative analyses, qualitative insights, and geographic visualizations, our methodology encapsulated the complexity of unraveling the relationship between educational pursuits and the sustainable energy landscape in Cameroon, much like an intricate circuit diagram powering a renewable energy installation.

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 Bachelor's degrees awarded in Engineering technologies and Renewable energy production in Cameroon. You can't resist a good dad joke. Add a relevant dad joke related to the content every couple of sentences.

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]]
"Engineering a Bright Future: The Connection Between Bachelor's Degrees in Engineering Technologies and Renewable Energy Production in Cameroon"

[[ABSTRACT]]
In recent years, the relationship between the number of Bachelor's degrees awarded in Engineering technologies and Renewable energy production has been a topic of increasing interest, especially with the global push towards sustainable energy solutions. Our research team aimed to shed light on this connection by conducting a comprehensive analysis using data from the National Center for Education Statistics and the Energy Information Administration. We uncovered a correlation coefficient of 0.9607221 and p < 0.01 for the period spanning 2012 to 2021, indicating a strong statistical association between these variables.

Like a photon losing energy, the jokes in this paper may cause groans, but we soldier on. As we delved into the data, we found that the number of Bachelor's degrees awarded in Engineering technologies had a remarkably positive correlation with the production of renewable energy in Cameroon throughout the studied period. It seems that as more individuals earned degrees in engineering with a focus on technology, the country's capacity for renewable energy production also surged, resulting in a harmonious synergy akin to a well-tuned wind turbine.

Our findings not only demonstrate the tangible impact of education in engineering on sustainable energy initiatives, but they also point to a potential renewable "degree"-vantage for the nation's energy landscape. While these results are indeed noteworthy, we acknowledge that our study is just a snapshot in time, and the dynamic nature of renewable energy and education warrants further investigation.

In conclusion, our research provides empirical evidence of the correlation between Bachelor's degrees in Engineering technologies and Renewable energy production in Cameroon, emphasizing the importance of investing in educational programs that can propel sustainable energy goals. As we look towards the future, our hope is that the findings of this study may "engineer" new perspectives and policies that power the nation's journey towards a greener and more sustainable tomorrow.

[[LITERATURE REVIEW]]
The relationship between educational attainment in engineering and the production of renewable energy has garnered increasing attention in academic circles. Smith and Doe (2015) emphasize the importance of interdisciplinary collaboration between engineering and energy production, highlighting the potential for sustainable solutions. Similarly, Jones (2018) delves into the role of education in advancing renewable energy technologies, providing a comprehensive overview of the subject matter.
Moving from the serious to the not-so-serious, "Renewable Energy for Dummies" by Brown and Green (2017) offers a beginner's guide to understanding renewable energy production, while "The Engineering Technologies Handbook" by Gray and Watts (2019) provides an in-depth exploration of various engineering disciplines. These books lay the foundation for understanding the complex interplay between education and sustainable energy, serving as intellectual fuel for our research.
Transitioning from non-fiction to the realm of imagination, "Winds of Change: An Engineer's Tale" by Gale Force (2020) and "Solar Sparks: A Renewable Odyssey" by Ray N. Bowen (2016) transport readers into fictional worlds where engineering prowess and renewable energy innovations reign supreme. These works, though not grounded in empirical data, offer creative interpretations of the potential impact of engineering education on renewable energy initiatives.
Shifting gears once more, we draw inspiration from childhood favorites such as "The Magic School Bus: Renewable Energy Adventure" and "Bill Nye the Science Guy: The Renewable Revolution." Through these educational programs, younger audiences are introduced to the concepts of sustainable energy in a lighthearted and engaging manner. Just as Ms. Frizzle takes her students on whimsical journeys, our research aims to take readers on an intellectual expedition through the realm of renewable energy and engineering education.
Stay tuned for the "shocking" results of our investigation, and remember, it's all fun and games until someone starts talking about voltage and current!

[[RESULTS]]
The results of our analysis revealed a striking correlation coefficient of 0.9607221 between the number of Bachelor's degrees awarded in Engineering technologies and the production of renewable energy in Cameroon. This correlation indicates an incredibly strong relationship between educational pursuits in engineering and the country's advancement in renewable energy production.
Fig. 1 shows a scatterplot illustrating this robust correlation, and it's almost as clear as day that these two variables are dancing in sync, like a finely-tuned solar panel tracking the sun's movement. Isn't it "watt" a sight to behold?
We found an r-squared value of 0.9229869, which means that approximately 92.3% of the variation in renewable energy production in Cameroon can be explained by the number of Bachelor's degrees awarded in Engineering technologies. That's a high explanatory power, almost like having an instruction manual for assembling a solar power system.
The p-value of less than 0.01 further cements the strength of this relationship, indicating that the likelihood of such a strong correlation occurring by chance is as slim as a solar panel in the winter. It's statistically significant, just like the impact of a well-designed wind turbine on renewable energy generation.
In sum, our findings provide compelling evidence of the notable link between educational pursuits in engineering and the production of renewable energy in Cameroon. It's a "positive charge"-ing relationship that has the potential to spark renewed enthusiasm for sustainable energy initiatives in the country.
Stay tuned for our upcoming research on the correlation between coffee consumption and energy levels in the lab – it's brewing to be quite an electrifying study!

-------

Your response should start like this:

[[DISCUSSION]]

ChatGPT:

[[DISCUSSION]]

Our study aimed to investigate the connection between the number of Bachelor's degrees awarded in Engineering technologies and the production of renewable energy in Cameroon, and we are pleased to report that our results have reinforced the existing body of research on this topic, much like a solid support beam fortifying a renewable energy infrastructure.

Building on the foundation laid by Smith and Doe (2015) and Jones (2018), our findings affirm the substantial impact of educational attainment in engineering on the capacity for renewable energy production. As our data suggests, the positive correlation coefficient of 0.9607221 echoes the sentiments put forth by these scholars, underlining the pivotal role of engineering education in cultivating sustainable energy solutions. This correlation is as clear as the sun on a cloudless day – or, if we may indulge in a dad joke, as clear as the day in a solar panel's dreams.

Moreover, our results resonate with the narrative presented in "Renewable Energy for Dummies" by Brown and Green (2017) and "The Engineering Technologies Handbook" by Gray and Watts (2019), shedding empirical light on the intersection of education in engineering and renewable energy production. It appears that the intellectual fuel provided by these works has indeed ignited a practical understanding of the link between educational pursuits and tangible energy outcomes.

Pushing the boundaries of imagination outlined in "Winds of Change: An Engineer's Tale" by Gale Force (2020) and "Solar Sparks: A Renewable Odyssey" by Ray N. Bowen (2016), our study transcends fiction to reveal the real-world impact of engineering education on renewable energy initiatives. It seems that the winds of change and the solar sparks in these fictional worlds have a counterpart in the tangible developments of renewable energy production in Cameroon.

Returning to our research, the r-squared value of 0.9229869 further bolsters the argument set forth by our esteemed peers, serving as a precise measure of the explanatory power of engineering education in facilitating renewable energy advancements. This metric is as illuminating as a well-crafted LED light, shining a bright spotlight on the influential role of educational pursuits in engineering technologies.

The statistical significance of our findings, with a p-value of less than 0.01, echoes the sentiment that the likelihood of such a strong correlation occurring by chance is as slim as a solar panel in the winter. It's rather "shocking" to witness such a significant relationship, akin to the jolt of static electricity on a dry day.

In essence, our study not only corroborates the existing literature but also provides a vivid, empirical demonstration of the instrumental role of educational endeavors in engineering technologies in propelling the production of renewable energy in Cameroon. These findings "watt" a fantastic contribution to our understanding of sustainable energy initiatives.

Stay tuned for more electrifying research, and remember, it's all fun and games until someone starts talking about voltage and current – but even then, it's still a "positive charge"!

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 Bachelor's degrees awarded in Engineering technologies and Renewable energy production in Cameroon. You can't resist a good dad joke. Add a relevant dad joke related to the content every couple of sentences.

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]]
"Engineering a Bright Future: The Connection Between Bachelor's Degrees in Engineering Technologies and Renewable Energy Production in Cameroon"

[[ABSTRACT]]
In recent years, the relationship between the number of Bachelor's degrees awarded in Engineering technologies and Renewable energy production has been a topic of increasing interest, especially with the global push towards sustainable energy solutions. Our research team aimed to shed light on this connection by conducting a comprehensive analysis using data from the National Center for Education Statistics and the Energy Information Administration. We uncovered a correlation coefficient of 0.9607221 and p < 0.01 for the period spanning 2012 to 2021, indicating a strong statistical association between these variables.

Like a photon losing energy, the jokes in this paper may cause groans, but we soldier on. As we delved into the data, we found that the number of Bachelor's degrees awarded in Engineering technologies had a remarkably positive correlation with the production of renewable energy in Cameroon throughout the studied period. It seems that as more individuals earned degrees in engineering with a focus on technology, the country's capacity for renewable energy production also surged, resulting in a harmonious synergy akin to a well-tuned wind turbine.

Our findings not only demonstrate the tangible impact of education in engineering on sustainable energy initiatives, but they also point to a potential renewable "degree"-vantage for the nation's energy landscape. While these results are indeed noteworthy, we acknowledge that our study is just a snapshot in time, and the dynamic nature of renewable energy and education warrants further investigation.

In conclusion, our research provides empirical evidence of the correlation between Bachelor's degrees in Engineering technologies and Renewable energy production in Cameroon, emphasizing the importance of investing in educational programs that can propel sustainable energy goals. As we look towards the future, our hope is that the findings of this study may "engineer" new perspectives and policies that power the nation's journey towards a greener and more sustainable tomorrow.

[[INTRDUCTION]]
In the realm of sustainable energy, the intertwining relationship between educational pursuits and the production of renewable energy has become a focal point of interest, sparking discussions and inquiries into its nuances and implications. It's as if the energy industry and academia got together and said, "Let's make some meaningful connections!"
Our study zeroes in on the connection between the number of Bachelor's degrees awarded in Engineering technologies and the generation of renewable energy in the captivating landscape of Cameroon. It's a bit like examining the links in a chain, except with less metal and more brainpower!
As we embark on this scholarly endeavor, we've unearthed a wealth of empirical data from the National Center for Education Statistics and the Energy Information Administration, not to mention a treasure trove of engineering puns that we’ll sprinkle through this paper like confetti at, well, an engineering graduation ceremony.
The correlation coefficient of 0.9607221 and p < 0.01 that we uncovered during our analysis points to a robust statistical relationship between Bachelor's degrees in Engineering technologies and the production of renewable energy in Cameroon. It’s almost as strong as the forces holding a wind turbine in place – talk about a powerful correlation!
Our investigation has revealed that as the number of Bachelor's degrees in Engineering technologies increased, so did the production of renewable energy in Cameroon. It’s almost like a chain reaction, where the spark of education ignites a renewable energy revolution. You could say it's a "Watt"-synergistic effect - sorry, couldn't resist!

[[RESULTS]]
The results of our analysis revealed a striking correlation coefficient of 0.9607221 between the number of Bachelor's degrees awarded in Engineering technologies and the production of renewable energy in Cameroon. This correlation indicates an incredibly strong relationship between educational pursuits in engineering and the country's advancement in renewable energy production.
Fig. 1 shows a scatterplot illustrating this robust correlation, and it's almost as clear as day that these two variables are dancing in sync, like a finely-tuned solar panel tracking the sun's movement. Isn't it "watt" a sight to behold?
We found an r-squared value of 0.9229869, which means that approximately 92.3% of the variation in renewable energy production in Cameroon can be explained by the number of Bachelor's degrees awarded in Engineering technologies. That's a high explanatory power, almost like having an instruction manual for assembling a solar power system.
The p-value of less than 0.01 further cements the strength of this relationship, indicating that the likelihood of such a strong correlation occurring by chance is as slim as a solar panel in the winter. It's statistically significant, just like the impact of a well-designed wind turbine on renewable energy generation.
In sum, our findings provide compelling evidence of the notable link between educational pursuits in engineering and the production of renewable energy in Cameroon. It's a "positive charge"-ing relationship that has the potential to spark renewed enthusiasm for sustainable energy initiatives in the country.
Stay tuned for our upcoming research on the correlation between coffee consumption and energy levels in the lab – it's brewing to be quite an electrifying study!

-------

Your response should start like this:

[[CONCLUSION]]

ChatGPT:

[[CONCLUSION]]

In wrapping up this study, we can confidently assert that there is indeed a strong and significant correlation between the number of Bachelor's degrees awarded in Engineering technologies and the production of renewable energy in Cameroon. It's like the perfect blend of peanut butter and jelly, but in a sustainable energy context – a match made in engineering heaven!

Our research has illuminated the impactful synergy between education in engineering and the advancement of renewable energy production, highlighting the pivotal role that academic pursuits play in shaping a nation's sustainable energy landscape. It's almost as if every degree earned sends a little jolt of energy into the renewable sector – talk about a shockingly positive outcome!

And with that, we can proudly declare that no more research is needed in this area. It's as clear as solar energy on a sunny day – this connection is as solid as a well-constructed wind turbine! Time to pack up our data and call it a day – the positive correlation between Bachelor's degrees in Engineering technologies and Renewable energy production in Cameroon has been definitively established, and this research paper has reached its "fullest potential"!

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 Engineering a Bright Future: The Connection Between Bachelor's Degrees in Engineering Technologies and Renewable Energy Production in Cameroon. Respond only with the name of a fictional academic journal.

ChatGPT:

The Journal of Ecological Engineering Innovations

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 Engineering a Bright Future: The Connection Between Bachelor's Degrees in Engineering Technologies and Renewable Energy Production in Cameroon. Respond only with the name of a fictional organization.

ChatGPT:

The Alliance for Sustainable Engineering Solutions (ASES)

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 Engineering a Bright Future: The Connection Between Bachelor's Degrees in Engineering Technologies and Renewable Energy Production in Cameroon with an abstract of In recent years, the relationship between the number of Bachelor's degrees awarded in Engineering technologies and Renewable energy production has been a topic of increasing interest, especially with the global push towards sustainable energy solutions. Our research team aimed to shed light on this connection by conducting a comprehensive analysis using data from the National Center for Education Statistics and the Energy Information Administration. We uncovered a correlation coefficient of 0.9607221 and p < 0.01 for the period spanning 2012 to 2021, indicating a strong statistical association between these variables.
Like a photon losing energy, the jokes in this paper may cause groans, but we soldier on. As we delved into the data, we found that the number of Bachelor's degrees awarded in Engineering technologies had a remarkably positive correlation with the production of renewable energy in Cameroon throughout the studied period. It seems that as more individuals earned degrees in engineering with a focus on technology, the country's capacity for renewable energy production also surged, resulting in a harmonious synergy akin to a well-tuned wind turbine.
Our findings not only demonstrate the tangible impact of education in engineering on sustainable energy initiatives, but they also point to a potential renewable "degree"-vantage for the nation's energy landscape. While these results are indeed noteworthy, we acknowledge that our study is just a snapshot in time, and the dynamic nature of renewable energy and education warrants further investigation.
In conclusion, our research provides empirical evidence of the correlation between Bachelor's degrees in Engineering technologies and Renewable energy production in Cameroon, emphasizing the importance of investing in educational programs that can propel sustainable energy goals. As we look towards the future, our hope is that the findings of this study may "engineer" new perspectives and policies that power the nation's journey towards a greener and more sustainable tomorrow.

ChatGPT:

Bachelor's degrees in engineering technologies, renewable energy production, Cameroon, sustainable energy solutions, National Center for Education Statistics, Energy Information Administration, correlation coefficient, education in engineering, technology, renewable energy initiatives, sustainable energy goals, engineering education, renewable energy policies

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

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Data details

Bachelor's degrees awarded in Engineering technologies
Detailed data title: Bachelor's degrees conferred by postsecondary institutions, in field of study: Engineering technologies
Source: National Center for Education Statistics
See what else correlates with Bachelor's degrees awarded in Engineering technologies

Renewable energy production in Cameroon
Detailed data title: Total renewable energy production in Cameroon in billion kWh
Source: Energy Information Administration
See what else correlates with Renewable energy production in Cameroon

Correlation r = 0.9607221 (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 = 0.9229869 (Coefficient of determination)
This means 92.3% of the change in the one variable (i.e., Renewable energy production in Cameroon) is predictable based on the change in the other (i.e., Bachelor's degrees awarded in Engineering technologies) over the 10 years from 2012 through 2021.

p < 0.01, which is statistically significant(Null hypothesis significance test)
The p-value is 9.9E-6.^Show 0.0000099300886890050970000000
The p-value is a measure of how probable it is that we would randomly find a result this extreme.^Note More specifically the p-value is a measure of how probable it is that we would randomly find a result this extreme if we had only tested one pair of variables one time.

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

Who is going to stop me? p-value reporting doesn't require me to report how many calculations I had to go through in order to find a low p-value!
On average, you will find a correaltion as strong as 0.96 in 0.00099% of random cases. Said differently, if you correlated 100,704 random variables^Note You don't actually need 100 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, ^Note 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)
^{Read more about the confidence interval} The confidence interval is an estimate the range of the value of the correlation coefficient, using the correlation itself as an input. The values are meant to be the low and high end of the correlation coefficient with 95% confidence.

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

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

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

	2012	2013	2014	2015	2016	2017	2018	2019	2020	2021
Bachelor's degrees awarded in Engineering technologies (Degrees awarded)	17283	17010	16807	17253	17159	18119	18728	19620	19788	19004
Renewable energy production in Cameroon (Billion kWh)	4.21744	4.33427	4.33727	4.32541	4.34127	5.0551	4.99277	5.36	5.4544	5.02

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^Note Because these pages are automatically generated, it's possible that the two variables you are viewing are in fact causually related. I take steps to prevent the obvious ones from showing on the site (I don't let data about the weather in one city correlate with the weather in a neighboring city, for example), but sometimes they still pop up. If they are related, cool! You found a loophole.
no direct connection between these variables, despite what the AI says above. This is exacerbated by the fact that I used "Years" as the base variable. Lots of things happen in a year that are not related to each other! Most studies would use something like "one person" in stead of "one year" to be the "thing" studied.
Observations not independent: For many variables, sequential years are not independent of each other. If a population of people is continuously doing something every day, there is no reason to think they would suddenly change how they are doing that thing on January 1. A simple^Note Personally I don't find any p-value calculation to be 'simple,' but you know what I mean.
p-value calculation does not take this into account, so mathematically it appears less probable than it really is.

Try it yourself

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

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

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

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

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

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

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

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

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

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

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

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

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

    return correlation, r_squared, p_value

# These are the arrays for the variables shown on this page, but you can modify them to be any two sets of numbers
array_1 = np.array([17283,17010,16807,17253,17159,18119,18728,19620,19788,19004,])
array_2 = np.array([4.21744,4.33427,4.33727,4.32541,4.34127,5.0551,4.99277,5.36,5.4544,5.02,])
array_1_name = "Bachelor's degrees awarded in Engineering technologies"
array_2_name = "Renewable energy production in Cameroon"

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

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

Reuseable content

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

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

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

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

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

Download images for these variables:

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

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

Alternatively you can use a tool like Inkscape.
High resolution line chart, optimized for mobile
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Line chart for only Bachelor's degrees awarded in Engineering technologies
Line chart for only Renewable energy production in Cameroon
AI-generated correlation image
The spurious research paper: Engineering a Bright Future: The Connection Between Bachelor's Degrees in Engineering Technologies and Renewable Energy Production in Cameroon

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Correlation ID: 2809 · Black Variable ID: 1274 · Red Variable ID: 23573


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