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Spurious correlation #2,960 · View random

A linear line chart with years as the X-axis and two variables on the Y-axis. The first variable is The number of criminal justice and law enforcement teachers in Idaho and the second variable is Motor vehicle thefts in Idaho.  The chart goes from 2010 to 2020, and the two variables track closely in value over that time. Small Image
Download png
, svg

AI explanation

These teachers were just really driving home the lesson on criminal behavior, sparking a new wave of car theft enthusiasts. It seems like Idaho's law enforcement education program may have unintentionally revved up the criminal car theft industry.

Model: dalle-3
Prompt: Generate an image of a cyberpunk-inspired Idaho town. It's night-time, and the quiet streets are dimly lit with neon signs. In the background, the empty classroom of the criminal justice and law enforcement program is visible through a window, highlighting the lack of activity. In the foreground, a group of inept thieves is seen struggling to hotwire a car, the neon lights reflecting off their frustrated expressions. As the number of teachers decreases, the thieves' lack of expertise is evident, leading to a rise in motor vehicle thefts across the state. The depiction should include only scenes, people, and objects, it should not include text or speech bubbles.
This image generation prompt was also generated by AI, using the following sequence:

Model: gpt-3.5-turbo-1106
System prompt: You select one of a few potential scene descriptors that seems to go along with the variables described. You respond only with the scene descriptions provided and say nothing else.
User prompt: Here are two variables: The number of criminal justice and law enforcement teachers in Idaho and Motor vehicle thefts in Idaho. 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: Oragami Futuristic Cute 2D animation Cyberpunk Cutsy art illustration
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 The number of criminal justice and law enforcement teachers in Idaho and Motor vehicle thefts in Idaho, in the following situation: As the number of criminal justice and law enforcement teachers in Idaho decreased, the knowledge and skills of aspiring thieves also declined, leading to an increase in motor vehicle thefts as they struggled to master the art of hotwiring cars.. Keep the description simple.
ChatGPT: In a quiet Idaho town, the classroom of the criminal justice and law enforcement program sits empty, with fewer teachers and students. Meanwhile, in the dimly lit streets, a group of fumbling thieves struggles to hotwire a car, their unsuccessful attempts revealing their lack of expertise. As the number of teachers decreases, the thieves' skills wane, leading to a rise in motor vehicle thefts across the state.

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: In a quiet Idaho town, the classroom of the criminal justice and law enforcement program sits empty, with fewer teachers and students. Meanwhile, in the dimly lit streets, a group of fumbling thieves struggles to hotwire a car, their unsuccessful attempts revealing their lack of expertise. As the number of teachers decreases, the thieves' skills wane, leading to a rise in motor vehicle thefts across the state. Keep the visual depiction simple. Do not include any words or speech bubbles.
ChatGPT: Generate an image of a cyberpunk-inspired Idaho town. It's night-time, and the quiet streets are dimly lit with neon signs. In the background, the empty classroom of the criminal justice and law enforcement program is visible through a window, highlighting the lack of activity. In the foreground, a group of inept thieves is seen struggling to hotwire a car, the neon lights reflecting off their frustrated expressions. As the number of teachers decreases, the thieves' lack of expertise is evident, leading to a rise in motor vehicle thefts across the state.

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

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

Model: gpt-3.5-turbo-1106 (fine-tuned)
System prompt: You provide humorous responses in the form of plausible sounding explanations for correlations. You assume the correlation is causative for the purpose of the explanation even if it is ridiculous. You do not chat with the user, you only reply with the causal connection explanation and nothing else.
User prompt: Please make up a funny explanation for how an increase in The number of criminal justice and law enforcement teachers in Idaho caused Motor vehicle thefts in Idaho to increase. Include one good pun.

AI academic paper

(Because p < 0.01)
The Criminal Justice Education Effect: Unveiling the Link Between Law Enforcement Teachers in Idaho and Motor Vehicle Thefts

The Journal of Criminology and Quirky Connections

Jan 2024

Reminder: This paper is AI-generated. Not real!
Quick note: This sequence is long and repetitive. That's how the prompt engineering works for this one. I manage the output in Python to format it into this PDF.




Model: gpt-3.5-turbo-1106
System prompt: You are a dry but witty academic researcher. You speak in the passive voice, and your writing sounds like it belongs in a medical or economics 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 The number of criminal justice and law enforcement teachers in Idaho and Motor vehicle thefts in Idaho. Make it seem dry like academic research paper, but with lots of subtle hidden offhand remarks, jokes, goofy observations, and puns.

Make the title seem clever.

Your research team used data from Bureau of Larbor Statistics and FBI Criminal Justice Information Services to assess this nagging question. You found a correlation coefficient of 0.7755008 and p < 0.01 for 2010 to 2020.

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]]
The Criminal Justice Education Effect: Unveiling the Link Between Law Enforcement Teachers in Idaho and Motor Vehicle Thefts

[[ABSTRACT]]
This study endeavors to unravel the perplexing relationship between the number of criminal justice and law enforcement teachers in Idaho and motor vehicle thefts. Combing through data from the Bureau of Labor Statistics and the FBI Criminal Justice Information Services, we utilized advanced statistical methods to probe this enigmatic connection. Astonishingly, our analysis unveiled a correlation coefficient of 0.7755008 and p < 0.01 for the period spanning 2010 to 2020, indicating a robust relationship between these seemingly unrelated variables. Our findings suggest that the presence of law enforcement educators may serve as a deterrent to motor vehicle thefts, perhaps due to their impartation of knowledge that dissuades potential miscreants. However, causation remains elusive, leaving us to ponder whether these instructors are safeguarding Idaho through pedagogy or if some prodigious crime-fighting powers are unwittingly being channeled through their instructive endeavors. In conclusion, this research sheds light on a hitherto unexplored facet of the criminal justice system and provides a platform for further investigation into the esoteric interplay of academic instruction and crime prevention.


Model: gpt-3.5-turbo-1106
System prompt: You are a dry but witty academic researcher. You speak in the passive voice, and your writing sounds like it belongs in a medical or economics 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 The number of criminal justice and law enforcement teachers in Idaho and Motor vehicle thefts in Idaho. Make it seem dry like academic research paper, but with lots of subtle hidden offhand remarks, jokes, goofy observations, and puns.

Here is the title and abstract of the paper:
[[TITLE]]
The Criminal Justice Education Effect: Unveiling the Link Between Law Enforcement Teachers in Idaho and Motor Vehicle Thefts

[[ABSTRACT]]
This study endeavors to unravel the perplexing relationship between the number of criminal justice and law enforcement teachers in Idaho and motor vehicle thefts. Combing through data from the Bureau of Labor Statistics and the FBI Criminal Justice Information Services, we utilized advanced statistical methods to probe this enigmatic connection. Astonishingly, our analysis unveiled a correlation coefficient of 0.7755008 and p < 0.01 for the period spanning 2010 to 2020, indicating a robust relationship between these seemingly unrelated variables. Our findings suggest that the presence of law enforcement educators may serve as a deterrent to motor vehicle thefts, perhaps due to their impartation of knowledge that dissuades potential miscreants. However, causation remains elusive, leaving us to ponder whether these instructors are safeguarding Idaho through pedagogy or if some prodigious crime-fighting powers are unwittingly being channeled through their instructive endeavors. In conclusion, this research sheds light on a hitherto unexplored facet of the criminal justice system and provides a platform for further investigation into the esoteric interplay of academic instruction and crime prevention.

-------

Your response should start like this:

[[INTRODUCTION]]



ChatGPT:
[[INTRODUCTION]]

The connection between the educational landscape and crime rates has long been a matter of intrigue for researchers and policymakers alike. While the influence of formal education on criminal behavior has been extensively studied, the role of educators in criminal justice and law enforcement in shaping crime patterns has received relatively scant attention. Hence, the particular interrelation between the number of criminal justice and law enforcement teachers in Idaho and the incidence of motor vehicle thefts presents a compelling avenue for investigation.

At first glance, the idea of educators impacting motor vehicle theft rates may seem as improbable as finding a parking spot in a busy city on a Friday night. Nevertheless, the potential for these instructors to exert an influence on criminal conduct cannot be summarily dismissed. As such, this study delves into the nexus between academic expertise in the criminal justice realm and the perpetration of vehicular larceny, aiming to unravel this conundrum with academic rigor and just a touch of sardonic amusement.

By scrutinizing data from the Bureau of Labor Statistics and the FBI Criminal Justice Information Services, this research seeks to ascertain whether a tangible association exists between the number of dedicated law enforcement educators and the frequency of motor vehicle thefts. The results of this investigation promise to allay the speculative fog that shrouds this curious correlation, and perhaps, to unveil insights as illuminating as a squad car's siren piercing the night.

In the subsequent sections, we will explicate the methodological approach employed to tease out the relationship between these ostensibly incongruous variables, followed by a presentation of the empirical findings and their implications. Finally, we shall contemplate the broader significance of our discoveries and beckon forth future inquiries into this arresting subject matter.


Model: gpt-3.5-turbo-1106
System prompt: You are a dry but witty academic researcher. You speak in the passive voice, and your writing sounds like it belongs in a medical or economics 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 The number of criminal justice and law enforcement teachers in Idaho and Motor vehicle thefts in Idaho. Make it seem dry like academic research paper, but with lots of subtle hidden offhand remarks, jokes, goofy observations, and puns.

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

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

Start by naming serious-sounding studies by authors like Smith, Doe, and Jones - but then quickly devolve. Name some real non-fiction books that would be related to the topic. Then name some real fiction books that sound like they could be related. Then name a couple popular internet memes that are related to one of the topics.

Here is the title and abstract of the paper:
[[TITLE]]
The Criminal Justice Education Effect: Unveiling the Link Between Law Enforcement Teachers in Idaho and Motor Vehicle Thefts

[[ABSTRACT]]
This study endeavors to unravel the perplexing relationship between the number of criminal justice and law enforcement teachers in Idaho and motor vehicle thefts. Combing through data from the Bureau of Labor Statistics and the FBI Criminal Justice Information Services, we utilized advanced statistical methods to probe this enigmatic connection. Astonishingly, our analysis unveiled a correlation coefficient of 0.7755008 and p < 0.01 for the period spanning 2010 to 2020, indicating a robust relationship between these seemingly unrelated variables. Our findings suggest that the presence of law enforcement educators may serve as a deterrent to motor vehicle thefts, perhaps due to their impartation of knowledge that dissuades potential miscreants. However, causation remains elusive, leaving us to ponder whether these instructors are safeguarding Idaho through pedagogy or if some prodigious crime-fighting powers are unwittingly being channeled through their instructive endeavors. In conclusion, this research sheds light on a hitherto unexplored facet of the criminal justice system and provides a platform for further investigation into the esoteric interplay of academic instruction and crime prevention.

-------

And here is the introduction section that led to this literature review:
[[INTRODUCTION]]
The connection between the educational landscape and crime rates has long been a matter of intrigue for researchers and policymakers alike. While the influence of formal education on criminal behavior has been extensively studied, the role of educators in criminal justice and law enforcement in shaping crime patterns has received relatively scant attention. Hence, the particular interrelation between the number of criminal justice and law enforcement teachers in Idaho and the incidence of motor vehicle thefts presents a compelling avenue for investigation.
At first glance, the idea of educators impacting motor vehicle theft rates may seem as improbable as finding a parking spot in a busy city on a Friday night. Nevertheless, the potential for these instructors to exert an influence on criminal conduct cannot be summarily dismissed. As such, this study delves into the nexus between academic expertise in the criminal justice realm and the perpetration of vehicular larceny, aiming to unravel this conundrum with academic rigor and just a touch of sardonic amusement.
By scrutinizing data from the Bureau of Labor Statistics and the FBI Criminal Justice Information Services, this research seeks to ascertain whether a tangible association exists between the number of dedicated law enforcement educators and the frequency of motor vehicle thefts. The results of this investigation promise to allay the speculative fog that shrouds this curious correlation, and perhaps, to unveil insights as illuminating as a squad car's siren piercing the night.
In the subsequent sections, we will explicate the methodological approach employed to tease out the relationship between these ostensibly incongruous variables, followed by a presentation of the empirical findings and their implications. Finally, we shall contemplate the broader significance of our discoveries and beckon forth future inquiries into this arresting subject matter.

-------

Your response should start like this:

[[LITERATURE REVIEW]]



ChatGPT:
[[LITERATURE REVIEW]]

The investigation of the intersection between the number of criminal justice and law enforcement teachers in Idaho and motor vehicle thefts draws upon a breadth of scholarly and empirical works, offering a multifaceted examination of this perplexing correlation. Smith et al. (2015) assert that the educational environment may have subtle yet profound effects on behavioral outcomes, a notion that can be extended to the realm of criminal justice education. In "The Impact of Educational Environment on Criminal Behavior," the authors advocate for a comprehensive understanding of the educational milieu and its potential role in shaping societal conduct, although, regrettably, their exploration does not expressly touch upon the specific influence of law enforcement educators in Idaho.

Doe and Jones (2018) further explore the impact of educators in crime prevention, insinuating that the transmission of knowledge and values within an educational setting may act as a buffer against delinquent behaviors. However, their work, "Educational Pedagogy and Crime Prevention," predominantly concentrates on broader educational settings and lacks a dedicated focus on the niche of criminal justice instruction in Idaho.

In a departure from the empirical studies, "Criminal Minds: The Art and Science of Profiling" by Douglas and Olshaker, although a non-fiction work honing in on criminal psychology, provides an intriguing perspective into the intricate workings of criminal behavior, which may indirectly intersect with the educational influences imparted by law enforcement instructors. Additionally, "The Da Vinci Code" by Dan Brown and "Gone in 60 Seconds" by D. B. Devaux, while fiction works, conjure associations to the themes of crime, theft, and vehicular escapades, albeit from a less scholarly standpoint.

Notably, the internet meme "Hide Yo Kids, Hide Yo Wife" bears relevance to the realm of crime and law enforcement, making an indirect nod to the vigilance and protective measures associated with thwarting criminal activities. However, its application to the specific context of law enforcement educators and motor vehicle thefts may require a more creative leap of interpretation.

Through this breadth of literature, it is evident that the intersection of criminal justice education and motor vehicle thefts beckons for a more detailed investigation. The void left by existing studies underscores the uniqueness and sublimely quizzical nature of this research endeavor, compelling a closer scrutiny of this peculiar correlation.


Model: gpt-3.5-turbo-1106
System prompt: You are a dry but witty academic researcher. You speak in the passive voice, and your writing sounds like it belongs in a medical or economics 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 The number of criminal justice and law enforcement teachers in Idaho and Motor vehicle thefts in Idaho. Make it seem dry like academic research paper, but with lots of subtle hidden offhand remarks, jokes, goofy observations, and puns.

Your research team collected data from all across the internet, but mostly just used information from Bureau of Larbor Statistics and FBI Criminal Justice Information Services . You used data from 2010 to 2020

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]]
The Criminal Justice Education Effect: Unveiling the Link Between Law Enforcement Teachers in Idaho and Motor Vehicle Thefts

[[ABSTRACT]]
This study endeavors to unravel the perplexing relationship between the number of criminal justice and law enforcement teachers in Idaho and motor vehicle thefts. Combing through data from the Bureau of Labor Statistics and the FBI Criminal Justice Information Services, we utilized advanced statistical methods to probe this enigmatic connection. Astonishingly, our analysis unveiled a correlation coefficient of 0.7755008 and p < 0.01 for the period spanning 2010 to 2020, indicating a robust relationship between these seemingly unrelated variables. Our findings suggest that the presence of law enforcement educators may serve as a deterrent to motor vehicle thefts, perhaps due to their impartation of knowledge that dissuades potential miscreants. However, causation remains elusive, leaving us to ponder whether these instructors are safeguarding Idaho through pedagogy or if some prodigious crime-fighting powers are unwittingly being channeled through their instructive endeavors. In conclusion, this research sheds light on a hitherto unexplored facet of the criminal justice system and provides a platform for further investigation into the esoteric interplay of academic instruction and crime prevention.

[[INTRODUCTION]]
The connection between the educational landscape and crime rates has long been a matter of intrigue for researchers and policymakers alike. While the influence of formal education on criminal behavior has been extensively studied, the role of educators in criminal justice and law enforcement in shaping crime patterns has received relatively scant attention. Hence, the particular interrelation between the number of criminal justice and law enforcement teachers in Idaho and the incidence of motor vehicle thefts presents a compelling avenue for investigation.
At first glance, the idea of educators impacting motor vehicle theft rates may seem as improbable as finding a parking spot in a busy city on a Friday night. Nevertheless, the potential for these instructors to exert an influence on criminal conduct cannot be summarily dismissed. As such, this study delves into the nexus between academic expertise in the criminal justice realm and the perpetration of vehicular larceny, aiming to unravel this conundrum with academic rigor and just a touch of sardonic amusement.
By scrutinizing data from the Bureau of Labor Statistics and the FBI Criminal Justice Information Services, this research seeks to ascertain whether a tangible association exists between the number of dedicated law enforcement educators and the frequency of motor vehicle thefts. The results of this investigation promise to allay the speculative fog that shrouds this curious correlation, and perhaps, to unveil insights as illuminating as a squad car's siren piercing the night.
In the subsequent sections, we will explicate the methodological approach employed to tease out the relationship between these ostensibly incongruous variables, followed by a presentation of the empirical findings and their implications. Finally, we shall contemplate the broader significance of our discoveries and beckon forth future inquiries into this arresting subject matter.

-------

Your response should start like this:

[[METHODOLOGY]]



ChatGPT:

[[METHODOLOGY]]

Data Collection:
The data utilized in this research was meticulously gathered from the Bureau of Labor Statistics and the FBI Criminal Justice Information Services. Our research team scoured the depths of these databases, navigating through information with the determination of a detective on a case. We focused on the period from 2010 to 2020, ensuring that our analysis spanned a significant timeframe to capture any nuances in the relationship between the number of criminal justice and law enforcement teachers in Idaho and motor vehicle thefts.

Variable Selection:
To coax out the potential association between education and crime, we selected the number of criminal justice and law enforcement teachers as the independent variable. This choice emanated from our interest in exploring the impact of academic instruction on criminal behavior, perhaps to unearth whether the pen truly is mightier than the sword, or in this case, mightier than the car thief's tools. On the other hand, the dependent variable, motor vehicle thefts, was chosen to represent the tangible manifestation of criminal activity in this context.

Statistical Analysis:
To unravel the enigma huddled within the datasets, we employed advanced statistical methods with the zeal of an investigator cracking a perplexing case. A correlation analysis was conducted to assess the strength and direction of the relationship between the number of criminal justice and law enforcement teachers and motor vehicle thefts. This method served as our magnifying glass, revealing the latent connections hidden within the labyrinthine data.

Regression Analysis:
In addition to the correlation analysis, we performed regression analysis to probe further into the underlying dynamics between the variables. This method allowed us to quantify the extent to which changes in the number of criminal justice and law enforcement teachers could predict variations in motor vehicle thefts, as if we were predicting the convoluted maneuvers of a car chase.

Control Variables:
To ensure the robustness of our findings, we also considered potential confounding factors such as economic conditions, law enforcement resources, and population demographics. These control variables were included to prevent spurious inferences and to confound the mischief caused by lurking lurking larcenies in the statistical shadows.

Ethical Considerations:
Throughout this study, we adhered to the highest ethical standards, conducting our analysis with the integrity befitting a court of law. The privacy and confidentiality of individuals represented in the data were carefully safeguarded, preventing any breaches that could have driven our research off the ethical road.

Limitations:
Finally, it is important to recognize the limitations of this study. While our analysis showcases a strong statistical connection between the number of criminal justice and law enforcement teachers in Idaho and motor vehicle thefts, it is incumbent upon future research to explore the causative mechanisms behind this relationship. As our investigation can attest, unraveling the idiosyncrasies of human behavior is as complex as navigating a traffic jam in rush hour.


Model: gpt-3.5-turbo-1106
System prompt: You are a dry but witty academic researcher. You speak in the passive voice, and your writing sounds like it belongs in a medical or economics 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 The number of criminal justice and law enforcement teachers in Idaho and Motor vehicle thefts in Idaho. Make it seem dry like academic research paper, but with lots of subtle hidden offhand remarks, jokes, goofy observations, and puns.

Your research team collected data from all across the internet, but mostly just used information from Bureau of Larbor Statistics and FBI Criminal Justice Information Services .

For the time period 2010 to 2020, you found a correlation 0.7755008, r-squared of 0.6014015, 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]]
The Criminal Justice Education Effect: Unveiling the Link Between Law Enforcement Teachers in Idaho and Motor Vehicle Thefts

[[ABSTRACT]]
This study endeavors to unravel the perplexing relationship between the number of criminal justice and law enforcement teachers in Idaho and motor vehicle thefts. Combing through data from the Bureau of Labor Statistics and the FBI Criminal Justice Information Services, we utilized advanced statistical methods to probe this enigmatic connection. Astonishingly, our analysis unveiled a correlation coefficient of 0.7755008 and p < 0.01 for the period spanning 2010 to 2020, indicating a robust relationship between these seemingly unrelated variables. Our findings suggest that the presence of law enforcement educators may serve as a deterrent to motor vehicle thefts, perhaps due to their impartation of knowledge that dissuades potential miscreants. However, causation remains elusive, leaving us to ponder whether these instructors are safeguarding Idaho through pedagogy or if some prodigious crime-fighting powers are unwittingly being channeled through their instructive endeavors. In conclusion, this research sheds light on a hitherto unexplored facet of the criminal justice system and provides a platform for further investigation into the esoteric interplay of academic instruction and crime prevention.

-------

And here is the methodology section that led to this result:
[[METHODOLOGY]]
The connection between the educational landscape and crime rates has long been a matter of intrigue for researchers and policymakers alike. While the influence of formal education on criminal behavior has been extensively studied, the role of educators in criminal justice and law enforcement in shaping crime patterns has received relatively scant attention. Hence, the particular interrelation between the number of criminal justice and law enforcement teachers in Idaho and the incidence of motor vehicle thefts presents a compelling avenue for investigation.
At first glance, the idea of educators impacting motor vehicle theft rates may seem as improbable as finding a parking spot in a busy city on a Friday night. Nevertheless, the potential for these instructors to exert an influence on criminal conduct cannot be summarily dismissed. As such, this study delves into the nexus between academic expertise in the criminal justice realm and the perpetration of vehicular larceny, aiming to unravel this conundrum with academic rigor and just a touch of sardonic amusement.
By scrutinizing data from the Bureau of Labor Statistics and the FBI Criminal Justice Information Services, this research seeks to ascertain whether a tangible association exists between the number of dedicated law enforcement educators and the frequency of motor vehicle thefts. The results of this investigation promise to allay the speculative fog that shrouds this curious correlation, and perhaps, to unveil insights as illuminating as a squad car's siren piercing the night.
In the subsequent sections, we will explicate the methodological approach employed to tease out the relationship between these ostensibly incongruous variables, followed by a presentation of the empirical findings and their implications. Finally, we shall contemplate the broader significance of our discoveries and beckon forth future inquiries into this arresting subject matter.

-------

Your response should start like this:

[[RESULTS]]



ChatGPT:

[[RESULTS]]

The analysis of the data revealed a substantial positive correlation between the number of criminal justice and law enforcement teachers and motor vehicle thefts in Idaho for the time period from 2010 to 2020. The correlation coefficient, calculated to be 0.7755008, suggests a strong relationship between these two seemingly disparate variables. This coefficient exceeds the arbitrary threshold of 0.7 often used to denote a substantial correlation, indicating a robust connection. The substantial proportion of variance explained by this relationship, as indicated by an r-squared value of 0.6014015, further underscores the strength of this association.

The scatterplot (Fig. 1) vividly illustrates the pattern observed in the data, with a clear positive trend demonstrating the concurrent increase in the number of criminal justice and law enforcement teachers and motor vehicle thefts. The striking alignment of these data points on the plot conveys the compelling nature of the relationship discovered, offering a visual representation of the statistical findings.

The p-value of less than 0.01 signifies that the observed correlation is highly unlikely to have occurred by chance, lending additional support to the assertion that a genuine association exists between the presence of law enforcement educators and motor vehicle thefts in Idaho. This finding withstands rigorous statistical scrutiny, reinforcing the credibility of the observed connection.

The implications of these results raise thought-provoking questions regarding the role of criminal justice education in the prevention of motor vehicle thefts. The presence of a statistically significant correlation prompts contemplation on whether the academic instruction provided by these educators exerts a deterrent effect on potential perpetrators. This discovery, though unexpected, invites consideration of the potential impact of pedagogy on criminal behavior, perhaps signaling an unexplored avenue for crime prevention.

The unearthing of this relationship emphasizes the multifaceted nature of crime dynamics and underscores the need for comprehensive exploration of the influences on criminal conduct. The revelation of this intriguing correlation serves as a testament to the invaluable insights that can be gleaned from the intersection of academic inquiry and practical phenomena, prompting a fresh examination of the potential contributions of educators in the realm of crime prevention.


Model: gpt-3.5-turbo-1106
System prompt: You are a dry but witty academic researcher. You speak in the passive voice, and your writing sounds like it belongs in a medical or economics 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 The number of criminal justice and law enforcement teachers in Idaho and Motor vehicle thefts in Idaho. Make it seem dry like academic research paper, but with lots of subtle hidden offhand remarks, jokes, goofy observations, and puns.

Limit your response to 500 tokens.

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

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

[[TITLE]]
The Criminal Justice Education Effect: Unveiling the Link Between Law Enforcement Teachers in Idaho and Motor Vehicle Thefts

[[ABSTRACT]]
This study endeavors to unravel the perplexing relationship between the number of criminal justice and law enforcement teachers in Idaho and motor vehicle thefts. Combing through data from the Bureau of Labor Statistics and the FBI Criminal Justice Information Services, we utilized advanced statistical methods to probe this enigmatic connection. Astonishingly, our analysis unveiled a correlation coefficient of 0.7755008 and p < 0.01 for the period spanning 2010 to 2020, indicating a robust relationship between these seemingly unrelated variables. Our findings suggest that the presence of law enforcement educators may serve as a deterrent to motor vehicle thefts, perhaps due to their impartation of knowledge that dissuades potential miscreants. However, causation remains elusive, leaving us to ponder whether these instructors are safeguarding Idaho through pedagogy or if some prodigious crime-fighting powers are unwittingly being channeled through their instructive endeavors. In conclusion, this research sheds light on a hitherto unexplored facet of the criminal justice system and provides a platform for further investigation into the esoteric interplay of academic instruction and crime prevention.

[[LITERATURE REVIEW]]
The investigation of the intersection between the number of criminal justice and law enforcement teachers in Idaho and motor vehicle thefts draws upon a breadth of scholarly and empirical works, offering a multifaceted examination of this perplexing correlation. Smith et al. (2015) assert that the educational environment may have subtle yet profound effects on behavioral outcomes, a notion that can be extended to the realm of criminal justice education. In "The Impact of Educational Environment on Criminal Behavior," the authors advocate for a comprehensive understanding of the educational milieu and its potential role in shaping societal conduct, although, regrettably, their exploration does not expressly touch upon the specific influence of law enforcement educators in Idaho.
Doe and Jones (2018) further explore the impact of educators in crime prevention, insinuating that the transmission of knowledge and values within an educational setting may act as a buffer against delinquent behaviors. However, their work, "Educational Pedagogy and Crime Prevention," predominantly concentrates on broader educational settings and lacks a dedicated focus on the niche of criminal justice instruction in Idaho.
In a departure from the empirical studies, "Criminal Minds: The Art and Science of Profiling" by Douglas and Olshaker, although a non-fiction work honing in on criminal psychology, provides an intriguing perspective into the intricate workings of criminal behavior, which may indirectly intersect with the educational influences imparted by law enforcement instructors. Additionally, "The Da Vinci Code" by Dan Brown and "Gone in 60 Seconds" by D. B. Devaux, while fiction works, conjure associations to the themes of crime, theft, and vehicular escapades, albeit from a less scholarly standpoint.
Notably, the internet meme "Hide Yo Kids, Hide Yo Wife" bears relevance to the realm of crime and law enforcement, making an indirect nod to the vigilance and protective measures associated with thwarting criminal activities. However, its application to the specific context of law enforcement educators and motor vehicle thefts may require a more creative leap of interpretation.
Through this breadth of literature, it is evident that the intersection of criminal justice education and motor vehicle thefts beckons for a more detailed investigation. The void left by existing studies underscores the uniqueness and sublimely quizzical nature of this research endeavor, compelling a closer scrutiny of this peculiar correlation.

[[RESULTS]]
The analysis of the data revealed a substantial positive correlation between the number of criminal justice and law enforcement teachers and motor vehicle thefts in Idaho for the time period from 2010 to 2020. The correlation coefficient, calculated to be 0.7755008, suggests a strong relationship between these two seemingly disparate variables. This coefficient exceeds the arbitrary threshold of 0.7 often used to denote a substantial correlation, indicating a robust connection. The substantial proportion of variance explained by this relationship, as indicated by an r-squared value of 0.6014015, further underscores the strength of this association.
The scatterplot (Fig. 1) vividly illustrates the pattern observed in the data, with a clear positive trend demonstrating the concurrent increase in the number of criminal justice and law enforcement teachers and motor vehicle thefts. The striking alignment of these data points on the plot conveys the compelling nature of the relationship discovered, offering a visual representation of the statistical findings.
The p-value of less than 0.01 signifies that the observed correlation is highly unlikely to have occurred by chance, lending additional support to the assertion that a genuine association exists between the presence of law enforcement educators and motor vehicle thefts in Idaho. This finding withstands rigorous statistical scrutiny, reinforcing the credibility of the observed connection.
The implications of these results raise thought-provoking questions regarding the role of criminal justice education in the prevention of motor vehicle thefts. The presence of a statistically significant correlation prompts contemplation on whether the academic instruction provided by these educators exerts a deterrent effect on potential perpetrators. This discovery, though unexpected, invites consideration of the potential impact of pedagogy on criminal behavior, perhaps signaling an unexplored avenue for crime prevention.
The unearthing of this relationship emphasizes the multifaceted nature of crime dynamics and underscores the need for comprehensive exploration of the influences on criminal conduct. The revelation of this intriguing correlation serves as a testament to the invaluable insights that can be gleaned from the intersection of academic inquiry and practical phenomena, prompting a fresh examination of the potential contributions of educators in the realm of crime prevention.

-------

Your response should start like this:

[[DISCUSSION]]



ChatGPT:

[[DISCUSSION]]

The observed correlation between the number of criminal justice and law enforcement teachers in Idaho and motor vehicle thefts offers an intriguing insight into the potential preventive role of academic instruction in the field of law enforcement. Our findings splendidly bolster the earlier literature that hints at the influence of educational environments on deviant behaviors, showcasing a tangible connection between the presence of these educators and the incidence of motor vehicle thefts. It appears that the subtle yet profound effects of the educational milieu extend into the realm of criminal justice education in Idaho, where the impartation of knowledge and values may act as a buffer against delinquent behaviors. This discovery, while somewhat unexpected, resonates with the notion that educators, through their pedagogical endeavors, may inadvertently wield prodigious crime-fighting powers, serving as unsung guardians of societal order.

The robust correlation coefficient, surpassing the conventional threshold for substantial associations, underscores the veracity of this mysterious connection. The inconceivable alignment of these seemingly disparate variables on the statistical plot invokes contemplation on whether these diligent instructors are inadvertent beacons of law and order in Idaho, their mere presence serving as a deterrent to the machinations of potential miscreants. It is through this quizzical correlation that the hitherto underestimated influence of criminal justice educators in Idaho comes to the fore, suggesting an unexplored avenue for combating crime through the power of pedagogy.

What might be dismissed as the mere coincidence of data points, our statistical analysis has revealed to be a compelling association, defying the odds of occurring by chance. This statistical support fortifies the contention that the academic instruction provided by these educators may indeed exert a palpable deterrent effect on the perpetration of motor vehicle thefts. The unearthing of this relationship shines a spotlight on the multifaceted nature of criminal dynamics, igniting the fervor for comprehensive exploration of the nuanced influences on criminal conduct.

This discovery stands as a testament to the formidable insights to be gleaned from the harmonious interplay of academic inquiry and practical phenomena, exemplifying the indispensability of research in unraveling the intricate tapestry of societal behaviors. It beckons for a reevaluation of the formidable potential of educators in shaping not only minds but also the very fabric of societal conduct. Thus, we are left to ponder whether these educators, unbeknownst to themselves, are wielding a formidable influence in safeguarding Idaho through their instructive endeavors, thereby rendering this research a poignant tribute to the concealed heroes in our midst.


Model: gpt-3.5-turbo-1106
System prompt: You are a dry but witty academic researcher. You speak in the passive voice, and your writing sounds like it belongs in a medical or economics 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 The number of criminal justice and law enforcement teachers in Idaho and Motor vehicle thefts in Idaho. Make it seem dry like academic research paper, but with lots of subtle hidden offhand remarks, jokes, goofy observations, and puns.

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

Here are the title, abstract, introduction, and results sections.
[[TITLE]]
The Criminal Justice Education Effect: Unveiling the Link Between Law Enforcement Teachers in Idaho and Motor Vehicle Thefts

[[ABSTRACT]]
This study endeavors to unravel the perplexing relationship between the number of criminal justice and law enforcement teachers in Idaho and motor vehicle thefts. Combing through data from the Bureau of Labor Statistics and the FBI Criminal Justice Information Services, we utilized advanced statistical methods to probe this enigmatic connection. Astonishingly, our analysis unveiled a correlation coefficient of 0.7755008 and p < 0.01 for the period spanning 2010 to 2020, indicating a robust relationship between these seemingly unrelated variables. Our findings suggest that the presence of law enforcement educators may serve as a deterrent to motor vehicle thefts, perhaps due to their impartation of knowledge that dissuades potential miscreants. However, causation remains elusive, leaving us to ponder whether these instructors are safeguarding Idaho through pedagogy or if some prodigious crime-fighting powers are unwittingly being channeled through their instructive endeavors. In conclusion, this research sheds light on a hitherto unexplored facet of the criminal justice system and provides a platform for further investigation into the esoteric interplay of academic instruction and crime prevention.

[[INTRDUCTION]]
The connection between the educational landscape and crime rates has long been a matter of intrigue for researchers and policymakers alike. While the influence of formal education on criminal behavior has been extensively studied, the role of educators in criminal justice and law enforcement in shaping crime patterns has received relatively scant attention. Hence, the particular interrelation between the number of criminal justice and law enforcement teachers in Idaho and the incidence of motor vehicle thefts presents a compelling avenue for investigation.
At first glance, the idea of educators impacting motor vehicle theft rates may seem as improbable as finding a parking spot in a busy city on a Friday night. Nevertheless, the potential for these instructors to exert an influence on criminal conduct cannot be summarily dismissed. As such, this study delves into the nexus between academic expertise in the criminal justice realm and the perpetration of vehicular larceny, aiming to unravel this conundrum with academic rigor and just a touch of sardonic amusement.
By scrutinizing data from the Bureau of Labor Statistics and the FBI Criminal Justice Information Services, this research seeks to ascertain whether a tangible association exists between the number of dedicated law enforcement educators and the frequency of motor vehicle thefts. The results of this investigation promise to allay the speculative fog that shrouds this curious correlation, and perhaps, to unveil insights as illuminating as a squad car's siren piercing the night.
In the subsequent sections, we will explicate the methodological approach employed to tease out the relationship between these ostensibly incongruous variables, followed by a presentation of the empirical findings and their implications. Finally, we shall contemplate the broader significance of our discoveries and beckon forth future inquiries into this arresting subject matter.

[[RESULTS]]
The analysis of the data revealed a substantial positive correlation between the number of criminal justice and law enforcement teachers and motor vehicle thefts in Idaho for the time period from 2010 to 2020. The correlation coefficient, calculated to be 0.7755008, suggests a strong relationship between these two seemingly disparate variables. This coefficient exceeds the arbitrary threshold of 0.7 often used to denote a substantial correlation, indicating a robust connection. The substantial proportion of variance explained by this relationship, as indicated by an r-squared value of 0.6014015, further underscores the strength of this association.
The scatterplot (Fig. 1) vividly illustrates the pattern observed in the data, with a clear positive trend demonstrating the concurrent increase in the number of criminal justice and law enforcement teachers and motor vehicle thefts. The striking alignment of these data points on the plot conveys the compelling nature of the relationship discovered, offering a visual representation of the statistical findings.
The p-value of less than 0.01 signifies that the observed correlation is highly unlikely to have occurred by chance, lending additional support to the assertion that a genuine association exists between the presence of law enforcement educators and motor vehicle thefts in Idaho. This finding withstands rigorous statistical scrutiny, reinforcing the credibility of the observed connection.
The implications of these results raise thought-provoking questions regarding the role of criminal justice education in the prevention of motor vehicle thefts. The presence of a statistically significant correlation prompts contemplation on whether the academic instruction provided by these educators exerts a deterrent effect on potential perpetrators. This discovery, though unexpected, invites consideration of the potential impact of pedagogy on criminal behavior, perhaps signaling an unexplored avenue for crime prevention.
The unearthing of this relationship emphasizes the multifaceted nature of crime dynamics and underscores the need for comprehensive exploration of the influences on criminal conduct. The revelation of this intriguing correlation serves as a testament to the invaluable insights that can be gleaned from the intersection of academic inquiry and practical phenomena, prompting a fresh examination of the potential contributions of educators in the realm of crime prevention.

-------

Your response should start like this:

[[CONCLUSION]]



ChatGPT:

[[CONCLUSION]]

In conclusion, our investigation has unveiled a robust and significant correlation between the number of criminal justice and law enforcement teachers in Idaho and the incidence of motor vehicle thefts. It appears that these educators, far from merely imparting knowledge, may be inadvertently exerting a salutary effect on the rate of vehicular larceny. While we cannot definitively assert causation, the correlation coefficient of 0.7755008 and a minuscule p-value certainly lend weight to the notion that these pedagogues may be silently staving off car thieves. This discovery stretches the boundaries of conventional crime prevention strategies, suggesting that the power of prevention may lie not only in police patrols but also in the precincts of the lecture halls.

The realization of this unexpected association between academia and crime rates prompts contemplation on the unexplored potential of educational interventions in the criminal justice sphere. It is almost as if the educators are taking a prime seat in the criminal justice system, not by wielding batons and handcuffs, but through the dissemination of knowledge. The resounding statistical evidence, echoing through an r-squared value of 0.6014015, underscores the tangible nature of this relationship, a testament to the enduring enigma of crime dynamics.

In light of these revelatory findings, one might say that these teachers are not merely teaching criminal justice but are also secretly orchestrating a symphony of crime deterrence. The implications of our research transcend the classroom, vibrating through the precincts of crime prevention strategies. Therefore, it is not only prudent but imperative to explore further the potential influence of criminal justice education on crime dynamics.

Hence, one may boldly declare that no more research is needed in this area, for it may very well be that the key to deterring car thefts lies not in an alarm system, but in the dissemination of criminal justice expertise.


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 The Criminal Justice Education Effect: Unveiling the Link Between Law Enforcement Teachers in Idaho and Motor Vehicle Thefts. Respond only with the name of a fictional academic journal.

ChatGPT:

The Journal of Criminology and Quirky Connections


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 The Criminal Justice Education Effect: Unveiling the Link Between Law Enforcement Teachers in Idaho and Motor Vehicle Thefts. Respond only with the name of a fictional organization.

ChatGPT:

Society for the Advancement of Educational Criminology and Traffic Safety (SAECTS)


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 The Criminal Justice Education Effect: Unveiling the Link Between Law Enforcement Teachers in Idaho and Motor Vehicle Thefts with an abstract of This study endeavors to unravel the perplexing relationship between the number of criminal justice and law enforcement teachers in Idaho and motor vehicle thefts. Combing through data from the Bureau of Labor Statistics and the FBI Criminal Justice Information Services, we utilized advanced statistical methods to probe this enigmatic connection. Astonishingly, our analysis unveiled a correlation coefficient of 0.7755008 and p < 0.01 for the period spanning 2010 to 2020, indicating a robust relationship between these seemingly unrelated variables. Our findings suggest that the presence of law enforcement educators may serve as a deterrent to motor vehicle thefts, perhaps due to their impartation of knowledge that dissuades potential miscreants. However, causation remains elusive, leaving us to ponder whether these instructors are safeguarding Idaho through pedagogy or if some prodigious crime-fighting powers are unwittingly being channeled through their instructive endeavors. In conclusion, this research sheds light on a hitherto unexplored facet of the criminal justice system and provides a platform for further investigation into the esoteric interplay of academic instruction and crime prevention.

ChatGPT:

criminal justice education, law enforcement teachers, Idaho, motor vehicle theft, correlation, statistical analysis, crime prevention, academic instruction, FBI Criminal Justice Information Services, Bureau of Labor Statistics, deterrent effect

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



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Data details

The number of criminal justice and law enforcement teachers in Idaho
Detailed data title: BLS estimate of criminal justice and law enforcement teachers, postsecondary in Idaho
Source: Bureau of Larbor Statistics
See what else correlates with The number of criminal justice and law enforcement teachers in Idaho

Motor vehicle thefts in Idaho
Detailed data title: The motor vehicle theft rate per 100,000 residents in Idaho
Source: FBI Criminal Justice Information Services
See what else correlates with Motor vehicle thefts in Idaho

Correlation r = 0.7755008 (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 = 0.6014015 (Coefficient of determination)
This means 60.1% of the change in the one variable (i.e., Motor vehicle thefts in Idaho) is predictable based on the change in the other (i.e., The number of criminal justice and law enforcement teachers in Idaho) over the 11 years from 2010 through 2020.

p < 0.01, which is statistically significant(Null hypothesis significance test)
The p-value is 0.00504. 0.0050363871539742450000000000
The p-value is a measure of how probable it is that we would randomly find a result this extreme. More specifically the p-value is a measure of how probable it is that we would randomly find a result this extreme if we had only tested one pair of variables one time.

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

Who is going to stop me? p-value reporting doesn't require me to report how many calculations I had to go through in order to find a low p-value!
On average, you will find a correaltion as strong as 0.78 in 0.504% of random cases. Said differently, if you correlated 199 random variables Which I absolutely did.
with the same 10 degrees of freedom, Degrees of freedom is a measure of how many free components we are testing. In this case it is 10 because we have two variables measured over a period of 11 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.

[ 0.33, 0.94 ] 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.
20102011201220132014201520162017201820192020
The number of criminal justice and law enforcement teachers in Idaho (Laborers)504070707040150150905080
Motor vehicle thefts in Idaho (Motor Vehicle Theft rate)84.68486.695.4102.6113.3123.6125.1111.789.996.7




Why this works

  1. Data dredging: I have 25,153 variables in my database. I compare all these variables against each other to find ones that randomly match up. That's 632,673,409 correlation calculations! This is called “data dredging.” Instead of starting with a hypothesis and testing it, I instead abused the data to see what correlations shake out. It’s a dangerous way to go about analysis, because any sufficiently large dataset will yield strong correlations completely at random.
  2. Lack of causal connection: There is probably Because these pages are automatically generated, it's possible that the two variables you are viewing are in fact causually related. I take steps to prevent the obvious ones from showing on the site (I don't let data about the weather in one city correlate with the weather in a neighboring city, for example), but sometimes they still pop up. If they are related, cool! You found a loophole.
    no direct connection between these variables, despite what the AI says above. This is exacerbated by the fact that I used "Years" as the base variable. Lots of things happen in a year that are not related to each other! Most studies would use something like "one person" in stead of "one year" to be the "thing" studied.
  3. Observations not independent: For many variables, sequential years are not independent of each other. If a population of people is continuously doing something every day, there is no reason to think they would suddenly change how they are doing that thing on January 1. A simple Personally I don't find any p-value calculation to be 'simple,' but you know what I mean.
    p-value calculation does not take this into account, so mathematically it appears less probable than it really is.
  4. Y-axis doesn't start at zero: I truncated the Y-axes of the graph above. I also used a line graph, which makes the visual connection stand out more than it deserves. Nothing against line graphs. They are great at telling a story when you have linear data! But visually it is deceptive because the only data is at the points on the graph, not the lines on the graph. In between each point, the data could have been doing anything. Like going for a random walk by itself!
    Mathematically what I showed is true, but it is intentionally misleading. Below is the same chart but with both Y-axes starting at zero.




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([50,40,70,70,70,40,150,150,90,50,80,])
array_2 = np.array([84.6,84,86.6,95.4,102.6,113.3,123.6,125.1,111.7,89.9,96.7,])
array_1_name = "The number of criminal justice and law enforcement teachers in Idaho"
array_2_name = "Motor vehicle thefts in Idaho"

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

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



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

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

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

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Correlation ID: 2960 · Black Variable ID: 18006 · Red Variable ID: 20159
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