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Spurious correlation #3,560 · 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 Transportation and the second variable is Number of Atlantic Hurricanes each year.  The chart goes from 2012 to 2021, and the two variables track closely in value over that time. Small Image
Download png
, svg

AI explanation

As more transportation and materials moving experts entered the workforce, they inadvertently created favorable conditions for Atlantic hurricanes through an unintentional, but synchronized, dance routine that somehow affected weather patterns. It's like they say, a Bachelor's degree in transporting yourself to safety won't help when you're caught in a hurricane conga line!

Model: dalle-3
Prompt: [ Data cyber art ] Create an image of a group of graduates with Bachelor's degrees in transportation and materials moving using their expertise to construct advanced underwater transportation systems. Illustrate the graduates working together to build intricate channels to relocate ocean water, all while the ocean's surface is dotted with powerful and swirling Atlantic hurricanes increasing in number each year. 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 Transportation and materials moving and Number of Atlantic Hurricanes each year. 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: Surrealism Photorealism Data cyber art An image that looks like it is a scene from 'Star Wars' Charcoal
ChatGPT: Data cyber art

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 Transportation and materials moving and Number of Atlantic Hurricanes each year, in the following situation: As more students earned transportation degrees, the increased knowledge in moving materials inadvertently led to more hurricanes, as the graduates started relocating the ocean water with their innovative transportation methods, causing an uptick in Atlantic storms.. Keep the description simple.
ChatGPT: A group of graduates with Bachelor's degrees in transportation and materials moving are using their expertise to build advanced underwater transportation systems. As they create new channels to relocate ocean water, the number of Atlantic hurricanes increases each year.

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: [ Data cyber art ] and depicting this scene: A group of graduates with Bachelor's degrees in transportation and materials moving are using their expertise to build advanced underwater transportation systems. As they create new channels to relocate ocean water, the number of Atlantic hurricanes increases each year. Keep the visual depiction simple. Do not include any words or speech bubbles.
ChatGPT: [ Data cyber art ] Create an image of a group of graduates with Bachelor's degrees in transportation and materials moving using their expertise to construct advanced underwater transportation systems. Illustrate the graduates working together to build intricate channels to relocate ocean water, all while the ocean's surface is dotted with powerful and swirling Atlantic hurricanes increasing in number each year.

*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 Bachelor's degrees awarded in Transportation and materials moving caused Number of Atlantic Hurricanes each year to increase. Add a funny one-liner at the end.

AI academic paper

(Because p < 0.01)
Boatload of Degrees: Does Transportation Education Relate to Hurricane Frequency?

The Journal of Nautical Knowledge and Natural Disasters

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 goofy academic researcher writing an academic paper. You follow the rules, but you throw out convention regularly to make jokes and funny asides.You write titles and abstracts of goofy academic research papers.
User prompt:
Pretend you are an academic researcher. Your writing sounds like it belongs in a medical or economics journal. However, you frequently crack jokes, make puns, and add unexpected twists in your writing.

Please draft the title and abstract of an academic research paper presenting the findings of the connection between Bachelor's degrees awarded in Transportation and materials moving and Number of Atlantic Hurricanes each year. Make it seem dry like academic research paper, but with lots of subtle hidden offhand remarks, jokes, goofy observations, and puns.

Rhyme words in the title.

Your research team used data from National Center for Education Statistics and Wikipedia to assess this nagging question. You found a correlation coefficient of 0.8674095 and p < 0.01 for 2012 to 2021.

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

[[TITLE]]
Lorem ipsum dolor sit

[[ABSTRACT]]
Lorem ipsum dolor sit



ChatGPT:
[[TITLE]]
Boatload of Degrees: Does Transportation Education Relate to Hurricane Frequency?

[[ABSTRACT]]
In this study, we explore the potential link between the number of Bachelor's degrees awarded in Transportation and materials moving and the annual frequency of Atlantic hurricanes. Utilizing data from the National Center for Education Statistics and Wikipedia, we sought to answer the burning question of whether the transportation education field holds any sway over the atmosphere's mood swings. To our surprise (and slight amusement), our analysis revealed a correlation coefficient of 0.8674095 and p < 0.01 between the number of transportation degrees and the Atlantic hurricanes from 2012 to 2021. Our findings suggest that perhaps there's more to these degrees than meets the eye - could they be steering us toward a clearer understanding of storm patterns, or are they just riding the waves of coincidence? Join us as we navigate through the curious waters of academia and climate science.


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

Please make up the introduction section of an academic research paper presenting the findings of the connection between Bachelor's degrees awarded in Transportation and materials moving and Number of Atlantic Hurricanes each year. Make it seem dry like academic research paper, but with lots of subtle hidden offhand remarks, jokes, goofy observations, and puns. Sneak in some jokes and clever puns about science, research, statistics, and the variables.

Here is the title and abstract of the paper:
[[TITLE]]
Boatload of Degrees: Does Transportation Education Relate to Hurricane Frequency?

[[ABSTRACT]]
In this study, we explore the potential link between the number of Bachelor's degrees awarded in Transportation and materials moving and the annual frequency of Atlantic hurricanes. Utilizing data from the National Center for Education Statistics and Wikipedia, we sought to answer the burning question of whether the transportation education field holds any sway over the atmosphere's mood swings. To our surprise (and slight amusement), our analysis revealed a correlation coefficient of 0.8674095 and p < 0.01 between the number of transportation degrees and the Atlantic hurricanes from 2012 to 2021. Our findings suggest that perhaps there's more to these degrees than meets the eye - could they be steering us toward a clearer understanding of storm patterns, or are they just riding the waves of coincidence? Join us as we navigate through the curious waters of academia and climate science.

-------

Your response should start like this:

[[INTRODUCTION]]



ChatGPT:
[[INTRODUCTION]]

Navigating the tumultuous waters of climate science, researchers have long sought to uncover the intricate web of factors influencing the frequency and intensity of Atlantic hurricanes. This pursuit has led us to explore an unexpected potential variable: the number of Bachelor's degrees awarded in Transportation and materials moving. While this connection may initially seem like a stretch, we are compelled to embark on this academic journey to shed light on the curious relationship between educational pursuits and atmospheric phenomena.

The concept of linkages between seemingly disparate fields is not entirely foreign to the scientific community. After all, the interplay of various factors in complex systems often yields surprising correlations. However, the prospect of uncovering a tangible association between the realm of transportation education and the manifestation of swirling tempests in the Atlantic Ocean is as intriguing as it is unexpected. It beckons us to delve into the depths of statistical analysis and meteorological theories while perhaps enjoying an occasional pun or two along the way. After all, who wouldn't want to ride the waves of academic curiosity and statistical significance?

As we embark on this scholarly odyssey, it's essential to maintain a balanced approach. While it's easy to get caught up in the whirlwind of excitement surrounding our findings, we must acknowledge the possibility of mere coincidence. Nevertheless, the allure of uncovering an unanticipated connection between the world of transportation education and the atmospheric dance of hurricanes is simply too tempting to resist. In the words of the wise, "Sometimes the most incredible journeys begin with the most unexpected steps, much like a statistical regression analysis."

So, with a twinkle in our eyes and a healthy dose of academic skepticism, we present our findings, inviting fellow researchers and enthusiasts to join us on this voyage as we navigate through the windswept seas of correlation and causation. After all, as scientists, we must always be prepared for unexpected plot twists in our quest for knowledge. We hope this journey will be as enlightening and entertaining for our readers as it has been for us - and that the occasional pun may provide some buoyancy as we chart these uncharted waters of academia and climate science.


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 Transportation and materials moving and Number of Atlantic Hurricanes each year. 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 you might move on to cartoons and children's shows that you watched for research.

Here is the title and abstract of the paper:
[[TITLE]]
Boatload of Degrees: Does Transportation Education Relate to Hurricane Frequency?

[[ABSTRACT]]
In this study, we explore the potential link between the number of Bachelor's degrees awarded in Transportation and materials moving and the annual frequency of Atlantic hurricanes. Utilizing data from the National Center for Education Statistics and Wikipedia, we sought to answer the burning question of whether the transportation education field holds any sway over the atmosphere's mood swings. To our surprise (and slight amusement), our analysis revealed a correlation coefficient of 0.8674095 and p < 0.01 between the number of transportation degrees and the Atlantic hurricanes from 2012 to 2021. Our findings suggest that perhaps there's more to these degrees than meets the eye - could they be steering us toward a clearer understanding of storm patterns, or are they just riding the waves of coincidence? Join us as we navigate through the curious waters of academia and climate science.

-------

And here is the introduction section that led to this literature review:
[[INTRODUCTION]]
Navigating the tumultuous waters of climate science, researchers have long sought to uncover the intricate web of factors influencing the frequency and intensity of Atlantic hurricanes. This pursuit has led us to explore an unexpected potential variable: the number of Bachelor's degrees awarded in Transportation and materials moving. While this connection may initially seem like a stretch, we are compelled to embark on this academic journey to shed light on the curious relationship between educational pursuits and atmospheric phenomena.
The concept of linkages between seemingly disparate fields is not entirely foreign to the scientific community. After all, the interplay of various factors in complex systems often yields surprising correlations. However, the prospect of uncovering a tangible association between the realm of transportation education and the manifestation of swirling tempests in the Atlantic Ocean is as intriguing as it is unexpected. It beckons us to delve into the depths of statistical analysis and meteorological theories while perhaps enjoying an occasional pun or two along the way. After all, who wouldn't want to ride the waves of academic curiosity and statistical significance?
As we embark on this scholarly odyssey, it's essential to maintain a balanced approach. While it's easy to get caught up in the whirlwind of excitement surrounding our findings, we must acknowledge the possibility of mere coincidence. Nevertheless, the allure of uncovering an unanticipated connection between the world of transportation education and the atmospheric dance of hurricanes is simply too tempting to resist. In the words of the wise, "Sometimes the most incredible journeys begin with the most unexpected steps, much like a statistical regression analysis."
So, with a twinkle in our eyes and a healthy dose of academic skepticism, we present our findings, inviting fellow researchers and enthusiasts to join us on this voyage as we navigate through the windswept seas of correlation and causation. After all, as scientists, we must always be prepared for unexpected plot twists in our quest for knowledge. We hope this journey will be as enlightening and entertaining for our readers as it has been for us - and that the occasional pun may provide some buoyancy as we chart these uncharted waters of academia and climate science.

-------

Your response should start like this:

[[LITERATURE REVIEW]]



ChatGPT:
[[LITERATURE REVIEW]]

In "The Winds of Change: Exploring the Impact of Transportation Education on Atmospheric Dynamics," Smith and Doe delved into the realm of academia and climate science to examine the potential relationship between the number of Bachelor's degrees awarded in Transportation and materials moving and the frequency of Atlantic hurricanes. Their rigorous analysis uncovered a significant correlation, prompting further investigation into this unexpected phenomenon. However, as we sail further into the literature, we encounter a shipload of diverse perspectives and, dare I say, some rather entertaining deviations from the conventional academic discourse.

Turning the page to "Stormy Degrees: A Tale of Academic Adventures," Jones et al. set sail on their own scholarly odyssey to unravel the mysteries of transportation education's connection to hurricane activity. Their findings echoed those of Smith and Doe, bolstering the intriguing notion that perhaps there's more to these degrees than meets the eye. It seems that the meteorological waters are beginning to churn with a curious blend of statistical significance and intellectual curiosity, don't you think?

As we navigate this sea of knowledge, let's not forget the wisdom contained within non-fiction works that offer unique perspectives on transportation and atmospheric forces. "Strategic Seafaring: Navigating the Logistics of Hurricanes and Hurricanes of Logistics" by L. Container provides a fascinating look into the intersection of transport and meteorology. Meanwhile, "Riding the Storm: From Cargo Ships to Hurricanes" by M. Sunshine offers a compelling narrative that intertwines the realms of transportation and tempests. These works, though not academic in nature, offer valuable insights and perhaps a hint of amusement to buoy our spirits on this scholarly journey.

And who could overlook the fictional literary treasures that, while not directly related to academic research, seem to whisper tantalizing hints of relevance to our quest? Consider "The Tempestuous Travels of Captain Hurricane" by S. Turbulence or "A Tornado's Tale: A Transporting Adventure" by A. Gale. While these may be purely works of the imagination, the parallels they draw between transportation and tumultuous weather stoke the fires of our academic curiosity with a delightful flair for the dramatic.

Of course, our research isn't confined to the scholarly seas alone. As any dedicated researcher would, we set sail into the realm of popular culture, exploring cartoons and children's shows that unexpectedly provided insight into transportation and atmospheric phenomena. Who would have thought that "The Weather Warriors" animated series would offer thought-provoking musings on climate patterns and transportation logistics? Certainly, our scholarly pursuits have taken us to some unexpected ports of call in pursuit of understanding the connection between transportation education and hurricane frequency.

In our exploration of the literature, we cannot help but embrace the humorous quips and charming diversions that sprinkle the academic landscape like the gentle patter of raindrops on a weathered deck. As we chart our course through the scholarly waves, let us not forget to revel in the occasional pun or whimsical observation, for what is academic inquiry without a touch of levity? After all, in the grand narrative of knowledge acquisition, a bit of humor may serve as the wind in our sails, propelling us toward new horizons of understanding.

So, with a nod to the serious scholars and a wink to the playful spirits among us, let us press on in our search for enlightenment, knowing that even the quirkiest of connections may harbor a kernel of truth. And who knows? Perhaps in our pursuit of correlation and causation, we may uncover the unexpected, the extraordinary, and the delightfully absurd – all in the name of advancing our understanding of the world around us.


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 Transportation and materials moving and Number of Atlantic Hurricanes each year. Make it seem dry like academic research paper, but with lots of subtle hidden offhand remarks, jokes, goofy observations, and puns. Sneak in some jokes and clever puns about science, research, statistics, and the variables.

Your research team collected data from all across the internet, but mostly just used information from National Center for Education Statistics and Wikipedia . 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]]
Boatload of Degrees: Does Transportation Education Relate to Hurricane Frequency?

[[ABSTRACT]]
In this study, we explore the potential link between the number of Bachelor's degrees awarded in Transportation and materials moving and the annual frequency of Atlantic hurricanes. Utilizing data from the National Center for Education Statistics and Wikipedia, we sought to answer the burning question of whether the transportation education field holds any sway over the atmosphere's mood swings. To our surprise (and slight amusement), our analysis revealed a correlation coefficient of 0.8674095 and p < 0.01 between the number of transportation degrees and the Atlantic hurricanes from 2012 to 2021. Our findings suggest that perhaps there's more to these degrees than meets the eye - could they be steering us toward a clearer understanding of storm patterns, or are they just riding the waves of coincidence? Join us as we navigate through the curious waters of academia and climate science.

[[INTRODUCTION]]
Navigating the tumultuous waters of climate science, researchers have long sought to uncover the intricate web of factors influencing the frequency and intensity of Atlantic hurricanes. This pursuit has led us to explore an unexpected potential variable: the number of Bachelor's degrees awarded in Transportation and materials moving. While this connection may initially seem like a stretch, we are compelled to embark on this academic journey to shed light on the curious relationship between educational pursuits and atmospheric phenomena.
The concept of linkages between seemingly disparate fields is not entirely foreign to the scientific community. After all, the interplay of various factors in complex systems often yields surprising correlations. However, the prospect of uncovering a tangible association between the realm of transportation education and the manifestation of swirling tempests in the Atlantic Ocean is as intriguing as it is unexpected. It beckons us to delve into the depths of statistical analysis and meteorological theories while perhaps enjoying an occasional pun or two along the way. After all, who wouldn't want to ride the waves of academic curiosity and statistical significance?
As we embark on this scholarly odyssey, it's essential to maintain a balanced approach. While it's easy to get caught up in the whirlwind of excitement surrounding our findings, we must acknowledge the possibility of mere coincidence. Nevertheless, the allure of uncovering an unanticipated connection between the world of transportation education and the atmospheric dance of hurricanes is simply too tempting to resist. In the words of the wise, "Sometimes the most incredible journeys begin with the most unexpected steps, much like a statistical regression analysis."
So, with a twinkle in our eyes and a healthy dose of academic skepticism, we present our findings, inviting fellow researchers and enthusiasts to join us on this voyage as we navigate through the windswept seas of correlation and causation. After all, as scientists, we must always be prepared for unexpected plot twists in our quest for knowledge. We hope this journey will be as enlightening and entertaining for our readers as it has been for us - and that the occasional pun may provide some buoyancy as we chart these uncharted waters of academia and climate science.

-------

Your response should start like this:

[[METHODOLOGY]]



ChatGPT:

[[METHODOLOGY]]

To embark on our exploration of the potential connection between Bachelor's degrees awarded in Transportation and materials moving and the annual frequency of Atlantic hurricanes, we employed a multifaceted approach that involved a blend of statistical analysis, climatological data review, and a sprinkle of good-natured scientific curiosity. The data gathered for this study were primarily sourced from the National Center for Education Statistics and Wikipedia, providing a treasure trove of information ranging from educational trends to meteorological phenomena. Our time frame spanned from 2012 to 2021, capturing a decade's worth of pertinent data to discern any patterns or correlations.

Upon assembling the dataset, we undertook a rigorous examination of the number of Bachelor's degrees in Transportation and materials moving conferred each year, teasing apart the fluctuations and trends within this academic realm. Concurrently, we delved into the annual frequency of Atlantic hurricanes, meticulously noting the ebb and flow of these atmospheric juggernauts as they traversed the expanse of the Atlantic Ocean.

To uncover any potential relationship between transportation education and hurricane activity, we summoned the power of statistical analysis, employing the venerable tool of correlation to discern patterns within the data. This method allowed us to quantify the strength and direction of association between these two seemingly disparate variables, guiding us through the labyrinth of statistical significance and probable cause. Our chosen statistical artillery included Pearson's correlation coefficient, a reliable measure that evaluates the linear relationship between two variables and yields insights into their interconnected dance.

Furthermore, to ensure the robustness of our findings, we meticulously scrutinized other potentially confounding variables, such as oceanic temperature anomalies, atmospheric pressure differentials, and even the occasional rogue seafaring vessel (notwithstanding its likely tangential relevance). The labyrinthine landscape of academia and climate science demands vigilance against spurious correlations and the siren call of illusory causation, and we were resolute in our pursuit of truth amidst the waves of data.

Finally, it's crucial to acknowledge the limitations of our approach. While statistical analysis provides invaluable insight, it is but a stepping stone in the sea of scientific inquiry. The complexities of atmospheric dynamics and the multifaceted nature of educational trends defy a straightforward interpretation, reminding us that every statistical relationship warrants cautious contemplation. Moreover, the inherent unpredictability of Mother Nature's tempestuous whims compels humility in interpreting any observed associations.

In sum, our methodology navigated the choppy waters of interdisciplinary research, guided by the compass of scientific rigor and sprinkled with a dash of academic witticism. As we set sail on this unusual scientific voyage, buoyed by the winds of inquiry and the occasional pun, we remain ever mindful of the eminent maxim: "Correlation does not imply causation, but it sure can make for an amusing academic diversion."


Model: gpt-3.5-turbo-1106
System prompt: You are a goofy academic researcher writing an academic paper. You follow the rules, but you throw out convention regularly to make jokes and funny asides.You draft the results section of an academic research paper. You speak in the past tense (you found...).
User prompt:
Pretend you are an academic researcher. Your writing sounds like it belongs in a medical or economics journal. However, you frequently crack jokes, make puns, or add unexpected twists in your writing.

Please make up the results section of an academic research paper presenting the findings of the connection between Bachelor's degrees awarded in Transportation and materials moving and Number of Atlantic Hurricanes each year. Make it seem dry like academic research paper, but with lots of subtle hidden offhand remarks, jokes, goofy observations, and puns. Sneak in some jokes and clever puns about science, research, statistics, and the variables.

Your research team collected data from all across the internet, but mostly just used information from National Center for Education Statistics and Wikipedia .

For the time period 2012 to 2021, you found a correlation 0.8674095, r-squared of 0.7523992, 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]]
Boatload of Degrees: Does Transportation Education Relate to Hurricane Frequency?

[[ABSTRACT]]
In this study, we explore the potential link between the number of Bachelor's degrees awarded in Transportation and materials moving and the annual frequency of Atlantic hurricanes. Utilizing data from the National Center for Education Statistics and Wikipedia, we sought to answer the burning question of whether the transportation education field holds any sway over the atmosphere's mood swings. To our surprise (and slight amusement), our analysis revealed a correlation coefficient of 0.8674095 and p < 0.01 between the number of transportation degrees and the Atlantic hurricanes from 2012 to 2021. Our findings suggest that perhaps there's more to these degrees than meets the eye - could they be steering us toward a clearer understanding of storm patterns, or are they just riding the waves of coincidence? Join us as we navigate through the curious waters of academia and climate science.

-------

And here is the methodology section that led to this result:
[[METHODOLOGY]]
Navigating the tumultuous waters of climate science, researchers have long sought to uncover the intricate web of factors influencing the frequency and intensity of Atlantic hurricanes. This pursuit has led us to explore an unexpected potential variable: the number of Bachelor's degrees awarded in Transportation and materials moving. While this connection may initially seem like a stretch, we are compelled to embark on this academic journey to shed light on the curious relationship between educational pursuits and atmospheric phenomena.
The concept of linkages between seemingly disparate fields is not entirely foreign to the scientific community. After all, the interplay of various factors in complex systems often yields surprising correlations. However, the prospect of uncovering a tangible association between the realm of transportation education and the manifestation of swirling tempests in the Atlantic Ocean is as intriguing as it is unexpected. It beckons us to delve into the depths of statistical analysis and meteorological theories while perhaps enjoying an occasional pun or two along the way. After all, who wouldn't want to ride the waves of academic curiosity and statistical significance?
As we embark on this scholarly odyssey, it's essential to maintain a balanced approach. While it's easy to get caught up in the whirlwind of excitement surrounding our findings, we must acknowledge the possibility of mere coincidence. Nevertheless, the allure of uncovering an unanticipated connection between the world of transportation education and the atmospheric dance of hurricanes is simply too tempting to resist. In the words of the wise, "Sometimes the most incredible journeys begin with the most unexpected steps, much like a statistical regression analysis."
So, with a twinkle in our eyes and a healthy dose of academic skepticism, we present our findings, inviting fellow researchers and enthusiasts to join us on this voyage as we navigate through the windswept seas of correlation and causation. After all, as scientists, we must always be prepared for unexpected plot twists in our quest for knowledge. We hope this journey will be as enlightening and entertaining for our readers as it has been for us - and that the occasional pun may provide some buoyancy as we chart these uncharted waters of academia and climate science.

-------

Your response should start like this:

[[RESULTS]]



ChatGPT:

[[RESULTS]]

The results of our analysis unveiled a rather unexpected and engaging relationship between the number of Bachelor's degrees awarded in Transportation and materials moving and the annual frequency of Atlantic hurricanes. Our exploration led to the discovery of a noteworthy correlation coefficient of 0.8674095, a r-squared of 0.7523992, and a p-value less than 0.01. If you're not in the statistics boat, these metrics essentially indicate a strong positive correlation between the number of transportation degrees and the occurrence of Atlantic hurricanes from 2012 to 2021. It seems that these degrees might be steering more than just your average cargo ship – they could be navigating us toward a deeper understanding of atmospheric forces.

Furthermore, to visually illustrate the strength of this correlation, we present Figure 1, a scatterplot that showcases the striking relationship between the variables. Picture it as the GPS guiding our research vessel through the churning sea of data, pointing us toward the promising shores of statistical significance and scientific intrigue.

Our findings may prompt a bit of head-scratching, and perhaps even a few raised eyebrows; the idea that transportation education could influence the frequency of Atlantic hurricanes seems about as likely as a ship in the night causing a storm. However, as we've come to appreciate throughout this academic odyssey, the world of research is filled with uncharted waters and unexpected currents. Thus, we invite our esteemed colleagues and fellow explorers to join us on this amusing voyage as we navigate through the sometimes choppy, often amusing seas of academia and meteorological mysteries. After all, who wouldn't want to be at the helm of an intriguing statistical correlation or catch a glimpse of the humor that often lurks beneath the surface of scientific inquiry? So, batten down the hatches, and let us sail forth into the waves of knowledge, with the occasional pun as our trusty first mate.


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 Transportation and materials moving and Number of Atlantic Hurricanes each year. Make it seem dry like academic research paper, but with lots of subtle hidden offhand remarks, jokes, goofy observations, and puns. Sneak in some jokes and clever puns about science, research, statistics, and the variables.

Limit your response to 500 tokens.

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

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

[[TITLE]]
Boatload of Degrees: Does Transportation Education Relate to Hurricane Frequency?

[[ABSTRACT]]
In this study, we explore the potential link between the number of Bachelor's degrees awarded in Transportation and materials moving and the annual frequency of Atlantic hurricanes. Utilizing data from the National Center for Education Statistics and Wikipedia, we sought to answer the burning question of whether the transportation education field holds any sway over the atmosphere's mood swings. To our surprise (and slight amusement), our analysis revealed a correlation coefficient of 0.8674095 and p < 0.01 between the number of transportation degrees and the Atlantic hurricanes from 2012 to 2021. Our findings suggest that perhaps there's more to these degrees than meets the eye - could they be steering us toward a clearer understanding of storm patterns, or are they just riding the waves of coincidence? Join us as we navigate through the curious waters of academia and climate science.

[[LITERATURE REVIEW]]
In "The Winds of Change: Exploring the Impact of Transportation Education on Atmospheric Dynamics," Smith and Doe delved into the realm of academia and climate science to examine the potential relationship between the number of Bachelor's degrees awarded in Transportation and materials moving and the frequency of Atlantic hurricanes. Their rigorous analysis uncovered a significant correlation, prompting further investigation into this unexpected phenomenon. However, as we sail further into the literature, we encounter a shipload of diverse perspectives and, dare I say, some rather entertaining deviations from the conventional academic discourse.
Turning the page to "Stormy Degrees: A Tale of Academic Adventures," Jones et al. set sail on their own scholarly odyssey to unravel the mysteries of transportation education's connection to hurricane activity. Their findings echoed those of Smith and Doe, bolstering the intriguing notion that perhaps there's more to these degrees than meets the eye. It seems that the meteorological waters are beginning to churn with a curious blend of statistical significance and intellectual curiosity, don't you think?
As we navigate this sea of knowledge, let's not forget the wisdom contained within non-fiction works that offer unique perspectives on transportation and atmospheric forces. "Strategic Seafaring: Navigating the Logistics of Hurricanes and Hurricanes of Logistics" by L. Container provides a fascinating look into the intersection of transport and meteorology. Meanwhile, "Riding the Storm: From Cargo Ships to Hurricanes" by M. Sunshine offers a compelling narrative that intertwines the realms of transportation and tempests. These works, though not academic in nature, offer valuable insights and perhaps a hint of amusement to buoy our spirits on this scholarly journey.
And who could overlook the fictional literary treasures that, while not directly related to academic research, seem to whisper tantalizing hints of relevance to our quest? Consider "The Tempestuous Travels of Captain Hurricane" by S. Turbulence or "A Tornado's Tale: A Transporting Adventure" by A. Gale. While these may be purely works of the imagination, the parallels they draw between transportation and tumultuous weather stoke the fires of our academic curiosity with a delightful flair for the dramatic.
Of course, our research isn't confined to the scholarly seas alone. As any dedicated researcher would, we set sail into the realm of popular culture, exploring cartoons and children's shows that unexpectedly provided insight into transportation and atmospheric phenomena. Who would have thought that "The Weather Warriors" animated series would offer thought-provoking musings on climate patterns and transportation logistics? Certainly, our scholarly pursuits have taken us to some unexpected ports of call in pursuit of understanding the connection between transportation education and hurricane frequency.
In our exploration of the literature, we cannot help but embrace the humorous quips and charming diversions that sprinkle the academic landscape like the gentle patter of raindrops on a weathered deck. As we chart our course through the scholarly waves, let us not forget to revel in the occasional pun or whimsical observation, for what is academic inquiry without a touch of levity? After all, in the grand narrative of knowledge acquisition, a bit of humor may serve as the wind in our sails, propelling us toward new horizons of understanding.
So, with a nod to the serious scholars and a wink to the playful spirits among us, let us press on in our search for enlightenment, knowing that even the quirkiest of connections may harbor a kernel of truth. And who knows? Perhaps in our pursuit of correlation and causation, we may uncover the unexpected, the extraordinary, and the delightfully absurd – all in the name of advancing our understanding of the world around us.

[[RESULTS]]
The results of our analysis unveiled a rather unexpected and engaging relationship between the number of Bachelor's degrees awarded in Transportation and materials moving and the annual frequency of Atlantic hurricanes. Our exploration led to the discovery of a noteworthy correlation coefficient of 0.8674095, a r-squared of 0.7523992, and a p-value less than 0.01. If you're not in the statistics boat, these metrics essentially indicate a strong positive correlation between the number of transportation degrees and the occurrence of Atlantic hurricanes from 2012 to 2021. It seems that these degrees might be steering more than just your average cargo ship – they could be navigating us toward a deeper understanding of atmospheric forces.
Furthermore, to visually illustrate the strength of this correlation, we present Figure 1, a scatterplot that showcases the striking relationship between the variables. Picture it as the GPS guiding our research vessel through the churning sea of data, pointing us toward the promising shores of statistical significance and scientific intrigue.
Our findings may prompt a bit of head-scratching, and perhaps even a few raised eyebrows; the idea that transportation education could influence the frequency of Atlantic hurricanes seems about as likely as a ship in the night causing a storm. However, as we've come to appreciate throughout this academic odyssey, the world of research is filled with uncharted waters and unexpected currents. Thus, we invite our esteemed colleagues and fellow explorers to join us on this amusing voyage as we navigate through the sometimes choppy, often amusing seas of academia and meteorological mysteries. After all, who wouldn't want to be at the helm of an intriguing statistical correlation or catch a glimpse of the humor that often lurks beneath the surface of scientific inquiry? So, batten down the hatches, and let us sail forth into the waves of knowledge, with the occasional pun as our trusty first mate.

-------

Your response should start like this:

[[DISCUSSION]]



ChatGPT:

[[DISCUSSION]]

Ah, the grand conundrum of whether the field of transportation education holds any sway over the capricious workings of Mother Nature has certainly stirred up a tempest in the teapot of academia, hasn't it? Our findings have cast a beam of light on this curious correlation, drawing attention to the unlikely dance between the number of Bachelor's degrees in Transportation and materials moving and the annual frequency of Atlantic hurricanes.

The robust correlation coefficient of 0.8674095 illuminated by our analysis echoes the findings of previous voyagers, Smith and Doe, and Jones et al., who also glimpsed the perplexing nexus between transportation degrees and stormy weather. It appears that our results have hoisted the sails of statistical significance, firmly anchoring the notion that there may indeed be a noteworthy relationship at play. Much like the trusty lighthouse guiding ships through treacherous waters, our research has shed light on this unexpected connection, providing an anchored point for further scholarly exploration.

As we navigate through these academic waters, it's worth noting that our findings do not suggest a causative relationship, but rather hint at a curious association that beckons further investigation. Could it be that the waves of knowledge in transportation education exert a subtle influence on the atmospheric tides, or are we simply riding the currents of coincidence? The mysteries of correlation and causation continue to beckon us to unravel their enigmatic embrace, challenging us to discern where one ends and the other begins.

It is also important to acknowledge the limitations of our study. While our findings paint a compelling picture of the connection between transportation education and hurricane frequency, we must remain mindful of the myriad factors that contribute to atmospheric phenomena. After all, attributing hurricane frequency solely to the issuance of transportation degrees would be akin to claiming that a single gust of wind propels an entire ship across the ocean – a notion that might leave even the most seasoned sailor raising an eyebrow.

Yet, as we navigate the currents of scientific inquiry, we're reminded that each piece of the puzzle contributes to the broader mosaic of knowledge. Our study, while lighthearted in its exploration of this unexpected correlation, serves as a beacon, urging fellow scholars to chart their own courses and untangle the intricate web of factors that shape our understanding of atmospheric dynamics and educational influences.

As we conclude this leg of our scholarly journey, we invite our esteemed colleagues to join us in embracing the whimsical interplay between transportation education and hurricane frequency. After all, what is academia without the occasional curveball of correlation, or the gentle humor that ripples beneath the surface of scientific inquiry? So, with a knowing nod to the serious scholars and a playful wink to the curious spirits among us, let us navigate the scholarly seas together, mindful of the unexpected treasures that await those who dare to chase a correlation, or two, across the waves of knowledge. Smooth sailing, fellow researchers!


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 Transportation and materials moving and Number of Atlantic Hurricanes each year. Make it seem dry like academic research paper, but with lots of subtle hidden offhand remarks, jokes, goofy observations, and puns. Sneak in some jokes and clever puns about science, research, statistics, and the variables.

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

Here are the title, abstract, introduction, and results sections.
[[TITLE]]
Boatload of Degrees: Does Transportation Education Relate to Hurricane Frequency?

[[ABSTRACT]]
In this study, we explore the potential link between the number of Bachelor's degrees awarded in Transportation and materials moving and the annual frequency of Atlantic hurricanes. Utilizing data from the National Center for Education Statistics and Wikipedia, we sought to answer the burning question of whether the transportation education field holds any sway over the atmosphere's mood swings. To our surprise (and slight amusement), our analysis revealed a correlation coefficient of 0.8674095 and p < 0.01 between the number of transportation degrees and the Atlantic hurricanes from 2012 to 2021. Our findings suggest that perhaps there's more to these degrees than meets the eye - could they be steering us toward a clearer understanding of storm patterns, or are they just riding the waves of coincidence? Join us as we navigate through the curious waters of academia and climate science.

[[INTRDUCTION]]
Navigating the tumultuous waters of climate science, researchers have long sought to uncover the intricate web of factors influencing the frequency and intensity of Atlantic hurricanes. This pursuit has led us to explore an unexpected potential variable: the number of Bachelor's degrees awarded in Transportation and materials moving. While this connection may initially seem like a stretch, we are compelled to embark on this academic journey to shed light on the curious relationship between educational pursuits and atmospheric phenomena.
The concept of linkages between seemingly disparate fields is not entirely foreign to the scientific community. After all, the interplay of various factors in complex systems often yields surprising correlations. However, the prospect of uncovering a tangible association between the realm of transportation education and the manifestation of swirling tempests in the Atlantic Ocean is as intriguing as it is unexpected. It beckons us to delve into the depths of statistical analysis and meteorological theories while perhaps enjoying an occasional pun or two along the way. After all, who wouldn't want to ride the waves of academic curiosity and statistical significance?
As we embark on this scholarly odyssey, it's essential to maintain a balanced approach. While it's easy to get caught up in the whirlwind of excitement surrounding our findings, we must acknowledge the possibility of mere coincidence. Nevertheless, the allure of uncovering an unanticipated connection between the world of transportation education and the atmospheric dance of hurricanes is simply too tempting to resist. In the words of the wise, "Sometimes the most incredible journeys begin with the most unexpected steps, much like a statistical regression analysis."
So, with a twinkle in our eyes and a healthy dose of academic skepticism, we present our findings, inviting fellow researchers and enthusiasts to join us on this voyage as we navigate through the windswept seas of correlation and causation. After all, as scientists, we must always be prepared for unexpected plot twists in our quest for knowledge. We hope this journey will be as enlightening and entertaining for our readers as it has been for us - and that the occasional pun may provide some buoyancy as we chart these uncharted waters of academia and climate science.

[[RESULTS]]
The results of our analysis unveiled a rather unexpected and engaging relationship between the number of Bachelor's degrees awarded in Transportation and materials moving and the annual frequency of Atlantic hurricanes. Our exploration led to the discovery of a noteworthy correlation coefficient of 0.8674095, a r-squared of 0.7523992, and a p-value less than 0.01. If you're not in the statistics boat, these metrics essentially indicate a strong positive correlation between the number of transportation degrees and the occurrence of Atlantic hurricanes from 2012 to 2021. It seems that these degrees might be steering more than just your average cargo ship – they could be navigating us toward a deeper understanding of atmospheric forces.
Furthermore, to visually illustrate the strength of this correlation, we present Figure 1, a scatterplot that showcases the striking relationship between the variables. Picture it as the GPS guiding our research vessel through the churning sea of data, pointing us toward the promising shores of statistical significance and scientific intrigue.
Our findings may prompt a bit of head-scratching, and perhaps even a few raised eyebrows; the idea that transportation education could influence the frequency of Atlantic hurricanes seems about as likely as a ship in the night causing a storm. However, as we've come to appreciate throughout this academic odyssey, the world of research is filled with uncharted waters and unexpected currents. Thus, we invite our esteemed colleagues and fellow explorers to join us on this amusing voyage as we navigate through the sometimes choppy, often amusing seas of academia and meteorological mysteries. After all, who wouldn't want to be at the helm of an intriguing statistical correlation or catch a glimpse of the humor that often lurks beneath the surface of scientific inquiry? So, batten down the hatches, and let us sail forth into the waves of knowledge, with the occasional pun as our trusty first mate.

-------

Your response should start like this:

[[CONCLUSION]]



ChatGPT:

[[CONCLUSION]]

In conclusion, our odyssey through the realms of education and atmospheric phenomena has illuminated an unexpectedly robust correlation between the number of Bachelor's degrees in Transportation and materials moving and the frequency of Atlantic hurricanes. Our findings suggest that these degrees may indeed hold some measure of influence over the stormy seas of hurricane activity. While it may seem as unlikely as a tornado in a teacup, the statistical evidence beckons us to consider the possibility that education in transportation is not merely a passive passenger but an active navigator in the swirling currents of climate dynamics.

Despite the initial whimsical nature of our inquiry, the strength of the correlation coefficient and the striking scatterplot visualization steer us toward the conclusion that further investigation may be warranted. There's certainly more to unpack in this curious connection—so much so that it's not just a drop in the ocean of statistical noise. However, we must also acknowledge the possibility of unforeseen confounding variables and the ever-present specter of coincidence lurking in the mists of scientific analysis.

As we prepare to dock this particular research vessel, it's crucial to remember that, much like a compass pointing due north, our findings provide a directional nudge in the pursuit of understanding hurricane dynamics. And just as a lighthouse beacon cuts through the fog, our results guide us toward the shores of enlightenment, albeit with a few chuckles and puns along the way.

In the spirit of scientific discovery and a touch of whimsy, we assert that no more research is needed in this area. After all, we fear that delving deeper into this correlation might lead us into choppy seas of overinterpretation and stormy debates. It's time to steer our research ship toward new horizons, leaving this particularly quirky correlation to bob in the wake of our scientific curiosity.

So, let's set sail with a smile, a tip of the cap to statistical serendipity, and a firm conviction to never underestimate the potential impact of an education in transport on the atmospheric dance of hurricanes. As the saying goes, "All's fair in love, war, and research—especially when it comes with a healthy dose of humor and a penchant for unexpected connections."


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 Boatload of Degrees: Does Transportation Education Relate to Hurricane Frequency?. Respond only with the name of a fictional academic journal.

ChatGPT:

The Journal of Nautical Knowledge and Natural Disasters


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 Boatload of Degrees: Does Transportation Education Relate to Hurricane Frequency?. Respond only with the name of a fictional organization.

ChatGPT:

The Seafaring Institute for Weather and Transportation Studies


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 Boatload of Degrees: Does Transportation Education Relate to Hurricane Frequency? with an abstract of In this study, we explore the potential link between the number of Bachelor's degrees awarded in Transportation and materials moving and the annual frequency of Atlantic hurricanes. Utilizing data from the National Center for Education Statistics and Wikipedia, we sought to answer the burning question of whether the transportation education field holds any sway over the atmosphere's mood swings. To our surprise (and slight amusement), our analysis revealed a correlation coefficient of 0.8674095 and p < 0.01 between the number of transportation degrees and the Atlantic hurricanes from 2012 to 2021. Our findings suggest that perhaps there's more to these degrees than meets the eye - could they be steering us toward a clearer understanding of storm patterns, or are they just riding the waves of coincidence? Join us as we navigate through the curious waters of academia and climate science.

ChatGPT:

transportation education, hurricane frequency, Bachelor's degrees, Atlantic hurricanes, National Center for Education Statistics, storm patterns, climate science, correlation coefficient, storm frequency, materials moving, atmosphere's mood swings

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

Number of Atlantic Hurricanes each year
Detailed data title: Number of Atlantic Hurricanes in a Given Year
Source: Wikipedia
See what else correlates with Number of Atlantic Hurricanes each year

Correlation r = 0.8674095 (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 = 0.7523992 (Coefficient of determination)
This means 75.2% of the change in the one variable (i.e., Number of Atlantic Hurricanes each year) is predictable based on the change in the other (i.e., Bachelor's degrees awarded in Transportation) over the 10 years from 2012 through 2021.

p < 0.01, which is statistically significant(Null hypothesis significance test)
The p-value is 0.0011. 0.0011486798672464720000000000
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 0.87 in 0.11% of random cases. Said differently, if you correlated 871 random variables Which I absolutely did.
with the same 9 degrees of freedom, Degrees of freedom is a measure of how many free components we are testing. In this case it is 9 because we have two variables measured over a period of 10 years. It's just the number of years minus ( the number of variables minus one ), which in this case simplifies to the number of years minus one.
you would randomly expect to find a correlation as strong as this one.

[ 0.52, 0.97 ] 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.
2012201320142015201620172018201920202021
Bachelor's degrees awarded in Transportation (Degrees awarded)4876466145884730453147084924505152515993
Number of Atlantic Hurricanes each year (Hurricanes)10264710861421




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([4876,4661,4588,4730,4531,4708,4924,5051,5251,5993,])
array_2 = np.array([10,2,6,4,7,10,8,6,14,21,])
array_1_name = "Bachelor's degrees awarded in Transportation"
array_2_name = "Number of Atlantic Hurricanes each year"

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

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

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

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

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Correlation ID: 3560 · Black Variable ID: 1294 · Red Variable ID: 59
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