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Spurious correlation #4,855 · 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 Air pollution in Minneapolis.  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 and more graduates entered the field, they were just so excited about operating big vehicles that they couldn't resist revving up those engines at every opportunity. With their newly acquired expertise, they ended up creating an unintentional smog-filled parade as they navigated the city, all while proudly exclaiming, "Look ma, no emissions standards can hold me back now!" It seems like their enthusiasm for transportation really got the pollution levels moving in Minneapolis!

Model: dalle-3
Prompt: Generate an image of a futuristic city with tall buildings and a bustling urban environment. In the foreground, depict a group of graduates dressed in caps and gowns, proudly holding their diplomas in Transportation and materials moving. The graduates are revving up big, futuristic vehicles that emit a dark, ominous smog trail as they drive through the city streets of Minneapolis. The smog creates a stark contrast against the bright lights of the city, highlighting the impact of air pollution caused by transportation and materials moving activities. 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 Air pollution in Minneapolis. 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: Symbolism inspired by bauhaus Art nouveau Celtic art Data cyber art
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 Air pollution in Minneapolis, in the following situation: As more and more graduates entered the field, they were just so excited about operating big vehicles that they couldn't resist revving up those engines at every opportunity. With their newly acquired expertise, they ended up creating an unintentional smog-filled parade as they navigated the city, all while proudly exclaiming, "Look ma, no emissions standards can hold me back now!" It seems like their enthusiasm for transportation really got the pollution levels moving in Minneapolis!. Keep the description simple.
ChatGPT: A group of graduates proudly holding their Bachelor's degrees in Transportation and materials moving revving up big vehicles in Minneapolis. As they excitedly parade through the city, the vehicles create a smog-filled trail, contributing to air pollution.

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 proudly holding their Bachelor's degrees in Transportation and materials moving revving up big vehicles in Minneapolis. As they excitedly parade through the city, the vehicles create a smog-filled trail, contributing to air pollution. Keep the visual depiction simple. Do not include any words or speech bubbles.
ChatGPT: Generate an image of a futuristic city with tall buildings and a bustling urban environment. In the foreground, depict a group of graduates dressed in caps and gowns, proudly holding their diplomas in Transportation and materials moving. The graduates are revving up big, futuristic vehicles that emit a dark, ominous smog trail as they drive through the city streets of Minneapolis. The smog creates a stark contrast against the bright lights of the city, highlighting the impact of air pollution caused by transportation and materials moving activities.

*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 Air pollution in Minneapolis to increase.

AI academic paper

(Because p < 0.01)
Drive My Graduation: The Relationship Between Bachelor's Degrees in Transportation and Air Pollution in Minneapolis

Journal of Sustainable Urban Transportation and Environmental Health

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 witty academic researcher. Your writing sounds like it belongs in a statistics journal.You write titles and abstracts of goofy academic research papers.
User prompt:
Pretend you are an academic researcher. Your writing sounds like it belongs in a medical or economics journal. However, you frequently crack jokes, make puns, and add unexpected twists in your writing.

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

Make the title punny if you can come up with clever pun. If not, make it sound serious.

Your research team used data from National Center for Education Statistics and Environmental Protection Agency to assess this nagging question. You found a correlation coefficient of 0.8100861 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]]
"Drive My Graduation: The Relationship Between Bachelor's Degrees in Transportation and Air Pollution in Minneapolis"

[[ABSTRACT]]
This study delves into the intriguing intersection of academic achievement and environmental impact by examining the link between the number of Bachelor's degrees awarded in Transportation and the levels of air pollution in Minneapolis. Leveraging comprehensive data from the National Center for Education Statistics and the Environmental Protection Agency, a correlation coefficient of 0.8100861 and p < 0.01 were obtained for the time period spanning 2012 to 2021. The findings suggest a robust statistical relationship between the transportation-focused educational pursuits and the state of air quality in the urban landscape. The implications of these intriguing findings extend beyond the statistical realm, shedding light on the complex interplay between educational choices and their environmental consequences. Our research paves the way for further exploration into the driving forces behind academic preferences and their potential impact on our air quality, ultimately steering us toward a clearer understanding of the factors steering the wheel of education and its impact on the atmosphere.


Model: gpt-3.5-turbo-1106
System prompt: You are a witty academic researcher. Your writing sounds like it belongs in a statistics journal.You draft the introduction section of an academic research paper.
User prompt:
Pretend you are an academic researcher. Your writing sounds like it belongs in a medical or economics journal. However, you frequently crack jokes, make puns, or add unexpected twists in your writing.

Please make up the introduction section of an academic research paper presenting the findings of the connection between Bachelor's degrees awarded in Transportation and Air pollution in Minneapolis. 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]]
"Drive My Graduation: The Relationship Between Bachelor's Degrees in Transportation and Air Pollution in Minneapolis"

[[ABSTRACT]]
This study delves into the intriguing intersection of academic achievement and environmental impact by examining the link between the number of Bachelor's degrees awarded in Transportation and the levels of air pollution in Minneapolis. Leveraging comprehensive data from the National Center for Education Statistics and the Environmental Protection Agency, a correlation coefficient of 0.8100861 and p < 0.01 were obtained for the time period spanning 2012 to 2021. The findings suggest a robust statistical relationship between the transportation-focused educational pursuits and the state of air quality in the urban landscape. The implications of these intriguing findings extend beyond the statistical realm, shedding light on the complex interplay between educational choices and their environmental consequences. Our research paves the way for further exploration into the driving forces behind academic preferences and their potential impact on our air quality, ultimately steering us toward a clearer understanding of the factors steering the wheel of education and its impact on the atmosphere.

-------

Your response should start like this:

[[INTRODUCTION]]



ChatGPT:
[[INTRODUCTION]]

In recent years, the field of transportation has seen significant growth and innovation, with a myriad of educational opportunities emerging to train future professionals in this dynamic sector. As students navigate the many avenues of academic pursuit, it is imperative to acknowledge the potential ripple effects of their chosen career paths on the environment. The environmental impact of transportation, particularly in urban areas, has become a prominent concern, and thus, our study endeavors to unpack the curious connection between the attainment of Bachelor's degrees in Transportation and the atmospheric quality of Minneapolis.

While the correlation between academic pursuits and environmental conditions may initially seem far-fetched, it is through rigorous statistical analysis that we aim to unveil the underlying association. By delving into the robust data from the National Center for Education Statistics and the Environmental Protection Agency, we seek to shed light on the entwined relationship between the educational landscape and the ambient air quality in Minneapolis.

As we embark on this endeavor, it is important to acknowledge the tongue-in-cheek nature of our investigation. Unveiling the potential impact of transportation-focused educational paths on air pollution may sound like a wild ride, but the journey promises to yield valuable insights and perhaps even a few unexpected twists and turns along the way. The intersection of academic achievements and environmental repercussions may prove to be not only statistically significant but also conceptually captivating, steering our exploration into uncharted territories of academic and environmental synergy.

Our findings may fuel further discussions and investigations, propelling researchers to navigate the uncharted intersections of academia and environmental impact. Through our multidisciplinary approach, we aim to steer the conversation toward a more holistic understanding of the influences that drive both educational choices and the atmospheric conditions that envelop our urban landscapes. As we traverse the data highways and byways, the road ahead promises to be both enlightening and, dare we say, a breath of fresh air.


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

Please make up a literature review section of an academic research paper presenting the findings of the connection between Bachelor's degrees awarded in Transportation and Air pollution in Minneapolis. 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 some cartoons and childrens' shows that you watched that are related to the topic.

Here is the title and abstract of the paper:
[[TITLE]]
"Drive My Graduation: The Relationship Between Bachelor's Degrees in Transportation and Air Pollution in Minneapolis"

[[ABSTRACT]]
This study delves into the intriguing intersection of academic achievement and environmental impact by examining the link between the number of Bachelor's degrees awarded in Transportation and the levels of air pollution in Minneapolis. Leveraging comprehensive data from the National Center for Education Statistics and the Environmental Protection Agency, a correlation coefficient of 0.8100861 and p < 0.01 were obtained for the time period spanning 2012 to 2021. The findings suggest a robust statistical relationship between the transportation-focused educational pursuits and the state of air quality in the urban landscape. The implications of these intriguing findings extend beyond the statistical realm, shedding light on the complex interplay between educational choices and their environmental consequences. Our research paves the way for further exploration into the driving forces behind academic preferences and their potential impact on our air quality, ultimately steering us toward a clearer understanding of the factors steering the wheel of education and its impact on the atmosphere.

-------

And here is the introduction section that led to this literature review:
[[INTRODUCTION]]
In recent years, the field of transportation has seen significant growth and innovation, with a myriad of educational opportunities emerging to train future professionals in this dynamic sector. As students navigate the many avenues of academic pursuit, it is imperative to acknowledge the potential ripple effects of their chosen career paths on the environment. The environmental impact of transportation, particularly in urban areas, has become a prominent concern, and thus, our study endeavors to unpack the curious connection between the attainment of Bachelor's degrees in Transportation and the atmospheric quality of Minneapolis.
While the correlation between academic pursuits and environmental conditions may initially seem far-fetched, it is through rigorous statistical analysis that we aim to unveil the underlying association. By delving into the robust data from the National Center for Education Statistics and the Environmental Protection Agency, we seek to shed light on the entwined relationship between the educational landscape and the ambient air quality in Minneapolis.
As we embark on this endeavor, it is important to acknowledge the tongue-in-cheek nature of our investigation. Unveiling the potential impact of transportation-focused educational paths on air pollution may sound like a wild ride, but the journey promises to yield valuable insights and perhaps even a few unexpected twists and turns along the way. The intersection of academic achievements and environmental repercussions may prove to be not only statistically significant but also conceptually captivating, steering our exploration into uncharted territories of academic and environmental synergy.
Our findings may fuel further discussions and investigations, propelling researchers to navigate the uncharted intersections of academia and environmental impact. Through our multidisciplinary approach, we aim to steer the conversation toward a more holistic understanding of the influences that drive both educational choices and the atmospheric conditions that envelop our urban landscapes. As we traverse the data highways and byways, the road ahead promises to be both enlightening and, dare we say, a breath of fresh air.

-------

Your response should start like this:

[[LITERATURE REVIEW]]



ChatGPT:
[[LITERATURE REVIEW]]

In "Smith et al.," the authors find a positive correlation between the number of Bachelor's degrees awarded in Transportation and air pollution levels in urban areas. This study confirms the potential environmental implications of educational choices in the transportation sector, shedding light on the complex interplay between academic pursuits and their atmospheric consequences.

Doe and Jones, in their comprehensive analysis, also echo the sentiment that academic preferences in the realm of transportation may be intertwined with environmental outcomes. The statistical significance of their findings underscores the need for further exploration into the driving forces behind educational paths and their potential impact on air quality.

While the existing literature provides a foundational understanding of the relationship between transportation-focused education and air pollution, it is imperative to consider a diverse array of perspectives. Drawing inspiration from non-fiction works such as "Traffic: Why We Drive the Way We Do (and What It Says About Us)" by Tom Vanderbilt and "The Geography of Transport Systems" by Jean-Paul Rodrigue, one may gain valuable insights into the multifaceted nature of transportation and its broader environmental implications.

Moving beyond non-fiction, fictional works such as "On the Road" by Jack Kerouac and "The Great Gatsby" by F. Scott Fitzgerald offer allegorical reflections on the societal impact of transportation and the hidden currents that may contribute to atmospheric changes.

Furthermore, the animated series "Thomas the Tank Engine" and the children's show "Dora the Explorer" infuse elements of transportation and exploration, providing a lens through which to contemplate the developmental influences of early exposure to transportation-related themes.

As we chart our course through the vast expanse of existing literature, it is essential to recognize the intersection of serious scholarship with the lighthearted whimsy of popular culture, as we embark on an adventure that promises to be as enlightening as a well-illuminated highway, and, dare I say, as refreshing as a gust of wind at a crossroads.


Model: gpt-3.5-turbo-1106
System prompt: You are a witty academic researcher. Your writing sounds like it belongs in a statistics journal.You draft the methodology section of an academic research paper.
User prompt:
Pretend you are an academic researcher. Your writing sounds like it belongs in a medical or economics journal. However, you frequently crack jokes, make puns, or add unexpected twists in your writing.

Please make up the methodology section of an academic research paper presenting the findings of the connection between Bachelor's degrees awarded in Transportation and Air pollution in Minneapolis. 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 National Center for Education Statistics and Environmental Protection Agency . 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]]
"Drive My Graduation: The Relationship Between Bachelor's Degrees in Transportation and Air Pollution in Minneapolis"

[[ABSTRACT]]
This study delves into the intriguing intersection of academic achievement and environmental impact by examining the link between the number of Bachelor's degrees awarded in Transportation and the levels of air pollution in Minneapolis. Leveraging comprehensive data from the National Center for Education Statistics and the Environmental Protection Agency, a correlation coefficient of 0.8100861 and p < 0.01 were obtained for the time period spanning 2012 to 2021. The findings suggest a robust statistical relationship between the transportation-focused educational pursuits and the state of air quality in the urban landscape. The implications of these intriguing findings extend beyond the statistical realm, shedding light on the complex interplay between educational choices and their environmental consequences. Our research paves the way for further exploration into the driving forces behind academic preferences and their potential impact on our air quality, ultimately steering us toward a clearer understanding of the factors steering the wheel of education and its impact on the atmosphere.

[[INTRODUCTION]]
In recent years, the field of transportation has seen significant growth and innovation, with a myriad of educational opportunities emerging to train future professionals in this dynamic sector. As students navigate the many avenues of academic pursuit, it is imperative to acknowledge the potential ripple effects of their chosen career paths on the environment. The environmental impact of transportation, particularly in urban areas, has become a prominent concern, and thus, our study endeavors to unpack the curious connection between the attainment of Bachelor's degrees in Transportation and the atmospheric quality of Minneapolis.
While the correlation between academic pursuits and environmental conditions may initially seem far-fetched, it is through rigorous statistical analysis that we aim to unveil the underlying association. By delving into the robust data from the National Center for Education Statistics and the Environmental Protection Agency, we seek to shed light on the entwined relationship between the educational landscape and the ambient air quality in Minneapolis.
As we embark on this endeavor, it is important to acknowledge the tongue-in-cheek nature of our investigation. Unveiling the potential impact of transportation-focused educational paths on air pollution may sound like a wild ride, but the journey promises to yield valuable insights and perhaps even a few unexpected twists and turns along the way. The intersection of academic achievements and environmental repercussions may prove to be not only statistically significant but also conceptually captivating, steering our exploration into uncharted territories of academic and environmental synergy.
Our findings may fuel further discussions and investigations, propelling researchers to navigate the uncharted intersections of academia and environmental impact. Through our multidisciplinary approach, we aim to steer the conversation toward a more holistic understanding of the influences that drive both educational choices and the atmospheric conditions that envelop our urban landscapes. As we traverse the data highways and byways, the road ahead promises to be both enlightening and, dare we say, a breath of fresh air.

-------

Your response should start like this:

[[METHODOLOGY]]



ChatGPT:

[[METHODOLOGY]]

The methodology employed in this study navigates through the labyrinth of data collection and statistical analysis to elucidate the intricate relationship between the number of Bachelor's degrees awarded in Transportation and the levels of air pollution in Minneapolis. Leveraging data spanning the years 2012 to 2021 from the National Center for Education Statistics and the Environmental Protection Agency, our research embarked on a journey of data mining and statistical scrutiny to uncover the hidden pathways connecting academic pursuits and atmospheric quality.

Our data collection process resembled a scavenger hunt across the expanse of internet repositories, with our primary targets being the treasure troves of academic and environmental data housed within the National Center for Education Statistics and the Environmental Protection Agency. Like intrepid explorers of the digital landscape, we deftly sifted through the virtual archives, panning for the golden nuggets of information that would illuminate the relationship under investigation. As we sifted through the data, we encountered a few stray outliers and quirky observations, but fear not, as our statistical tools were adept at distinguishing the diamonds in the rough from the fool's gold.

The crux of our analysis lay in the application of rigorous statistical methods to unravel the potential correlation between the number of Bachelor's degrees awarded in Transportation and the air pollution levels in Minneapolis. Drawing from the wellspring of statistical techniques, including regression analysis and correlation coefficient calculations, we embarked on a mathematical odyssey to quantify the strength and direction of the relationship under examination. Our statistical compass pointed us firmly toward a correlation coefficient of 0.8100861, steering us toward the understanding that the wheels of academia and air quality may indeed be interconnected.

As we endeavored to disentangle the web of relationships, we remained cognizant of the inherent limitations of our approach. The data, like a capricious road, presented its fair share of twists and turns, and we flexed our statistical muscles to navigate these detours and potholes with dexterity. Our methodological rigour ensured that our findings, like a well-maintained vehicle, were robust and reliable, with p-values signaling significance at p < 0.01, indicating that the robustness of our statistical approach rivaled a finely-tuned engine.

In conclusion, our methodology, while not without its quirk and quirks, paved the way for a comprehensive analysis of the connection between academic pursuits in transportation and air pollution levels. As we traverse the terrain of statistical analysis and data interpretation, we remain mindful that the road to knowledge is often filled with unexpected potholes and delightful diversions, but our navigation through the data landscape has allowed us to steer our study toward a greater understanding of the intriguing relationship between academic choices and their environmental repercussions.


Model: gpt-3.5-turbo-1106
System prompt: You are a witty academic researcher. Your writing sounds like it belongs in a statistics journal.You draft the results section of an academic research paper. You speak in the past tense (you found...).
User prompt:
Pretend you are an academic researcher. Your writing sounds like it belongs in a medical or economics journal. However, you frequently crack jokes, make puns, or add unexpected twists in your writing.

Please make up the results section of an academic research paper presenting the findings of the connection between Bachelor's degrees awarded in Transportation and Air pollution in Minneapolis. 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 National Center for Education Statistics and Environmental Protection Agency .

For the time period 2012 to 2021, you found a correlation 0.8100861, r-squared of 0.6562395, 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]]
"Drive My Graduation: The Relationship Between Bachelor's Degrees in Transportation and Air Pollution in Minneapolis"

[[ABSTRACT]]
This study delves into the intriguing intersection of academic achievement and environmental impact by examining the link between the number of Bachelor's degrees awarded in Transportation and the levels of air pollution in Minneapolis. Leveraging comprehensive data from the National Center for Education Statistics and the Environmental Protection Agency, a correlation coefficient of 0.8100861 and p < 0.01 were obtained for the time period spanning 2012 to 2021. The findings suggest a robust statistical relationship between the transportation-focused educational pursuits and the state of air quality in the urban landscape. The implications of these intriguing findings extend beyond the statistical realm, shedding light on the complex interplay between educational choices and their environmental consequences. Our research paves the way for further exploration into the driving forces behind academic preferences and their potential impact on our air quality, ultimately steering us toward a clearer understanding of the factors steering the wheel of education and its impact on the atmosphere.

-------

And here is the methodology section that led to this result:
[[METHODOLOGY]]
In recent years, the field of transportation has seen significant growth and innovation, with a myriad of educational opportunities emerging to train future professionals in this dynamic sector. As students navigate the many avenues of academic pursuit, it is imperative to acknowledge the potential ripple effects of their chosen career paths on the environment. The environmental impact of transportation, particularly in urban areas, has become a prominent concern, and thus, our study endeavors to unpack the curious connection between the attainment of Bachelor's degrees in Transportation and the atmospheric quality of Minneapolis.
While the correlation between academic pursuits and environmental conditions may initially seem far-fetched, it is through rigorous statistical analysis that we aim to unveil the underlying association. By delving into the robust data from the National Center for Education Statistics and the Environmental Protection Agency, we seek to shed light on the entwined relationship between the educational landscape and the ambient air quality in Minneapolis.
As we embark on this endeavor, it is important to acknowledge the tongue-in-cheek nature of our investigation. Unveiling the potential impact of transportation-focused educational paths on air pollution may sound like a wild ride, but the journey promises to yield valuable insights and perhaps even a few unexpected twists and turns along the way. The intersection of academic achievements and environmental repercussions may prove to be not only statistically significant but also conceptually captivating, steering our exploration into uncharted territories of academic and environmental synergy.
Our findings may fuel further discussions and investigations, propelling researchers to navigate the uncharted intersections of academia and environmental impact. Through our multidisciplinary approach, we aim to steer the conversation toward a more holistic understanding of the influences that drive both educational choices and the atmospheric conditions that envelop our urban landscapes. As we traverse the data highways and byways, the road ahead promises to be both enlightening and, dare we say, a breath of fresh air.

-------

Your response should start like this:

[[RESULTS]]



ChatGPT:

[[RESULTS]]

The quantitative analysis revealed a substantial and significantly positive correlation between the number of Bachelor's degrees awarded in Transportation and the levels of air pollution in Minneapolis. The calculated correlation coefficient of 0.8100861, coupled with an r-squared value of 0.6562395 and p < 0.01, clearly indicates a strong association between these two seemingly disparate domains. This correlation stands as a testament to the interplay between educational pursuits and the environmental footprint they may leave behind.

The striking relationship is graphically depicted in Figure 1, which encapsulates the strong correlation through a scatterplot. This visual representation underscores the robust statistical finding and highlights the intriguing connection between academic degrees in Transportation and air pollution.

Our results illuminate an unexpected link between the academic endeavors of transportation-focused education and the atmospheric quality of Minneapolis. This relationship beckons further exploration, inspiring thoughts of the intricate ways in which our academic choices may drive not only our careers but also the ambient air quality around us. These findings offer a breath of fresh air in the realm of statistical analysis, steering us toward a deeper understanding of the multifaceted influences that shape our environment.

The implication of these findings extends beyond the statistical arena, as they invite us to consider the broader implications of educational pursuits on the world around us. Our study serves as a reminder that the road to academic achievement may indeed be paved with good intentions, but it is crucial to navigate the potential environmental impacts of these educational paths. As we continue to navigate the intersection of academia and environmental impact, this research journey promises to be an enlightening adventure, filled with unexpected twists and turns that shape our understanding of the complex interplay between education and the atmosphere.


Model: gpt-3.5-turbo-1106
System prompt: You are a witty academic researcher. Your writing sounds like it belongs in a statistics journal.You draft the discussion section of an academic research paper.
User prompt:
Pretend you are an academic researcher. Your writing sounds like it belongs in a medical or economics journal. However, you frequently crack jokes, make puns, or add unexpected twists in your writing.

Please make up the discussion section of an academic research paper presenting the findings of the connection between Bachelor's degrees awarded in Transportation and Air pollution in Minneapolis. 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]]
"Drive My Graduation: The Relationship Between Bachelor's Degrees in Transportation and Air Pollution in Minneapolis"

[[ABSTRACT]]
This study delves into the intriguing intersection of academic achievement and environmental impact by examining the link between the number of Bachelor's degrees awarded in Transportation and the levels of air pollution in Minneapolis. Leveraging comprehensive data from the National Center for Education Statistics and the Environmental Protection Agency, a correlation coefficient of 0.8100861 and p < 0.01 were obtained for the time period spanning 2012 to 2021. The findings suggest a robust statistical relationship between the transportation-focused educational pursuits and the state of air quality in the urban landscape. The implications of these intriguing findings extend beyond the statistical realm, shedding light on the complex interplay between educational choices and their environmental consequences. Our research paves the way for further exploration into the driving forces behind academic preferences and their potential impact on our air quality, ultimately steering us toward a clearer understanding of the factors steering the wheel of education and its impact on the atmosphere.

[[LITERATURE REVIEW]]
In "Smith et al.," the authors find a positive correlation between the number of Bachelor's degrees awarded in Transportation and air pollution levels in urban areas. This study confirms the potential environmental implications of educational choices in the transportation sector, shedding light on the complex interplay between academic pursuits and their atmospheric consequences.
Doe and Jones, in their comprehensive analysis, also echo the sentiment that academic preferences in the realm of transportation may be intertwined with environmental outcomes. The statistical significance of their findings underscores the need for further exploration into the driving forces behind educational paths and their potential impact on air quality.
While the existing literature provides a foundational understanding of the relationship between transportation-focused education and air pollution, it is imperative to consider a diverse array of perspectives. Drawing inspiration from non-fiction works such as "Traffic: Why We Drive the Way We Do (and What It Says About Us)" by Tom Vanderbilt and "The Geography of Transport Systems" by Jean-Paul Rodrigue, one may gain valuable insights into the multifaceted nature of transportation and its broader environmental implications.
Moving beyond non-fiction, fictional works such as "On the Road" by Jack Kerouac and "The Great Gatsby" by F. Scott Fitzgerald offer allegorical reflections on the societal impact of transportation and the hidden currents that may contribute to atmospheric changes.
Furthermore, the animated series "Thomas the Tank Engine" and the children's show "Dora the Explorer" infuse elements of transportation and exploration, providing a lens through which to contemplate the developmental influences of early exposure to transportation-related themes.
As we chart our course through the vast expanse of existing literature, it is essential to recognize the intersection of serious scholarship with the lighthearted whimsy of popular culture, as we embark on an adventure that promises to be as enlightening as a well-illuminated highway, and, dare I say, as refreshing as a gust of wind at a crossroads.

[[RESULTS]]
The quantitative analysis revealed a substantial and significantly positive correlation between the number of Bachelor's degrees awarded in Transportation and the levels of air pollution in Minneapolis. The calculated correlation coefficient of 0.8100861, coupled with an r-squared value of 0.6562395 and p < 0.01, clearly indicates a strong association between these two seemingly disparate domains. This correlation stands as a testament to the interplay between educational pursuits and the environmental footprint they may leave behind.
The striking relationship is graphically depicted in Figure 1, which encapsulates the strong correlation through a scatterplot. This visual representation underscores the robust statistical finding and highlights the intriguing connection between academic degrees in Transportation and air pollution.
Our results illuminate an unexpected link between the academic endeavors of transportation-focused education and the atmospheric quality of Minneapolis. This relationship beckons further exploration, inspiring thoughts of the intricate ways in which our academic choices may drive not only our careers but also the ambient air quality around us. These findings offer a breath of fresh air in the realm of statistical analysis, steering us toward a deeper understanding of the multifaceted influences that shape our environment.
The implication of these findings extends beyond the statistical arena, as they invite us to consider the broader implications of educational pursuits on the world around us. Our study serves as a reminder that the road to academic achievement may indeed be paved with good intentions, but it is crucial to navigate the potential environmental impacts of these educational paths. As we continue to navigate the intersection of academia and environmental impact, this research journey promises to be an enlightening adventure, filled with unexpected twists and turns that shape our understanding of the complex interplay between education and the atmosphere.

-------

Your response should start like this:

[[DISCUSSION]]



ChatGPT:

[[DISCUSSION]]
The results of our study reveal a thought-provoking and statistically robust relationship between the number of Bachelor's degrees awarded in Transportation and the levels of air pollution in Minneapolis. These findings are in line with previous research by Smith et al. and Doe and Jones, which highlighted the potential environmental implications of academic preferences in the transportation sector. The substantial positive correlation coefficient of 0.8100861 further bolsters the evidence supporting the nexus between educational pursuits and atmospheric consequences.

Our study lends quantitative credence to the notion that academic choices in transportation education may steer not only careers but also the environmental quality of the urban landscape. The correlation between Bachelor's degrees in Transportation and air pollution levels, as illustrated by the strong association in the scatterplot, signals a compelling interplay between educational paths and their atmospheric ramifications.

In reflecting on the literature review, the whimsical incorporation of Thomas the Tank Engine and Dora the Explorer may seem lighthearted, but it is essential to recognize the developmental influences of early exposure to transportation-related themes. This serves as a reminder that the formative years of a child's relationship with transportation and exploration could play a role in shaping future academic preferences and environmental outcomes. Furthermore, the inclusion of fictional works like "On the Road" and "The Great Gatsby" underscores the societal impact of transportation, potentially influencing individuals' choices and, consequently, environmental conditions.

The statistical link established in our study not only adds statistical weight to prior literature but also urges a deeper contemplation of the multifaceted influences that shape our environment. The unexpected connection between transportation-focused education and atmospheric quality in Minneapolis invites further research to unpack the underlying mechanisms and potential policy implications.

As we navigate this terrain of academia and its impact on the atmosphere, our research serves as a testament to the intriguing journey ahead – one filled with unexpected twists and turns that continue to inspire a sharper understanding of the complex interplay between education and the environment. This work exemplifies the academic pursuit of knowledge, steering us toward a clearer comprehension of the factors maneuvering the intricate relationship between education and its atmospheric effects.


Model: gpt-3.5-turbo-1106
System prompt: You are a witty academic researcher. Your writing sounds like it belongs in a statistics journal.You draft the discussion section of goofy academic research papers that sounds like it belongs based on the title and abstract provided.
User prompt:
Pretend you are an academic researcher. Your writing sounds like it belongs in a medical or economics journal. However, you frequently crack jokes, make puns, or add unexpected twists in your writing.

Please make up a short conclusion of an academic research paper presenting the findings of the connection between Bachelor's degrees awarded in Transportation and Air pollution in Minneapolis. 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]]
"Drive My Graduation: The Relationship Between Bachelor's Degrees in Transportation and Air Pollution in Minneapolis"

[[ABSTRACT]]
This study delves into the intriguing intersection of academic achievement and environmental impact by examining the link between the number of Bachelor's degrees awarded in Transportation and the levels of air pollution in Minneapolis. Leveraging comprehensive data from the National Center for Education Statistics and the Environmental Protection Agency, a correlation coefficient of 0.8100861 and p < 0.01 were obtained for the time period spanning 2012 to 2021. The findings suggest a robust statistical relationship between the transportation-focused educational pursuits and the state of air quality in the urban landscape. The implications of these intriguing findings extend beyond the statistical realm, shedding light on the complex interplay between educational choices and their environmental consequences. Our research paves the way for further exploration into the driving forces behind academic preferences and their potential impact on our air quality, ultimately steering us toward a clearer understanding of the factors steering the wheel of education and its impact on the atmosphere.

[[INTRDUCTION]]
In recent years, the field of transportation has seen significant growth and innovation, with a myriad of educational opportunities emerging to train future professionals in this dynamic sector. As students navigate the many avenues of academic pursuit, it is imperative to acknowledge the potential ripple effects of their chosen career paths on the environment. The environmental impact of transportation, particularly in urban areas, has become a prominent concern, and thus, our study endeavors to unpack the curious connection between the attainment of Bachelor's degrees in Transportation and the atmospheric quality of Minneapolis.
While the correlation between academic pursuits and environmental conditions may initially seem far-fetched, it is through rigorous statistical analysis that we aim to unveil the underlying association. By delving into the robust data from the National Center for Education Statistics and the Environmental Protection Agency, we seek to shed light on the entwined relationship between the educational landscape and the ambient air quality in Minneapolis.
As we embark on this endeavor, it is important to acknowledge the tongue-in-cheek nature of our investigation. Unveiling the potential impact of transportation-focused educational paths on air pollution may sound like a wild ride, but the journey promises to yield valuable insights and perhaps even a few unexpected twists and turns along the way. The intersection of academic achievements and environmental repercussions may prove to be not only statistically significant but also conceptually captivating, steering our exploration into uncharted territories of academic and environmental synergy.
Our findings may fuel further discussions and investigations, propelling researchers to navigate the uncharted intersections of academia and environmental impact. Through our multidisciplinary approach, we aim to steer the conversation toward a more holistic understanding of the influences that drive both educational choices and the atmospheric conditions that envelop our urban landscapes. As we traverse the data highways and byways, the road ahead promises to be both enlightening and, dare we say, a breath of fresh air.

[[RESULTS]]
The quantitative analysis revealed a substantial and significantly positive correlation between the number of Bachelor's degrees awarded in Transportation and the levels of air pollution in Minneapolis. The calculated correlation coefficient of 0.8100861, coupled with an r-squared value of 0.6562395 and p < 0.01, clearly indicates a strong association between these two seemingly disparate domains. This correlation stands as a testament to the interplay between educational pursuits and the environmental footprint they may leave behind.
The striking relationship is graphically depicted in Figure 1, which encapsulates the strong correlation through a scatterplot. This visual representation underscores the robust statistical finding and highlights the intriguing connection between academic degrees in Transportation and air pollution.
Our results illuminate an unexpected link between the academic endeavors of transportation-focused education and the atmospheric quality of Minneapolis. This relationship beckons further exploration, inspiring thoughts of the intricate ways in which our academic choices may drive not only our careers but also the ambient air quality around us. These findings offer a breath of fresh air in the realm of statistical analysis, steering us toward a deeper understanding of the multifaceted influences that shape our environment.
The implication of these findings extends beyond the statistical arena, as they invite us to consider the broader implications of educational pursuits on the world around us. Our study serves as a reminder that the road to academic achievement may indeed be paved with good intentions, but it is crucial to navigate the potential environmental impacts of these educational paths. As we continue to navigate the intersection of academia and environmental impact, this research journey promises to be an enlightening adventure, filled with unexpected twists and turns that shape our understanding of the complex interplay between education and the atmosphere.

-------

Your response should start like this:

[[CONCLUSION]]



ChatGPT:

[[CONCLUSION]]

In conclusion, our study has unveiled an intriguing correlation between the number of Bachelor's degrees awarded in Transportation and the levels of air pollution in Minneapolis. The robust statistical relationship highlights the interconnected nature of educational pursuits and environmental outcomes, steering our understanding toward a clearer view of the road ahead. This unexpected journey, filled with more twists and turns than rush-hour traffic, emphasizes the need to consider the environmental impacts of academic choices. It seems that the pursuit of knowledge in transportation may be leaving a more noticeable trail than anticipated, weaving a complex narrative of academic pursuits and atmospheric conditions.

As we carefully consider the implications of our findings, it becomes clear that this intersection of academia and environmental impact holds the potential for further exploration, much like an uncharted detour that promises new vistas and insights. Our study, while shedding light on this fascinating relationship, serves as a gentle reminder to all researchers that the academic landscape is not just a scholarly pursuit but an impactful journey that leaves its mark on the world around us.

Given the robustness of our statistical findings, we assert with confidence—no pun intended—that no further research is needed in this area. The road we have traveled on this academic endeavor has taken us to a clear destination, and it is time to steer our scholarly endeavors toward new frontiers. As we conclude this study, we are reminded that in the realm of academia, just like in transportation, sometimes the most unexpected connections pave the way for groundbreaking discoveries.


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 Drive My Graduation: The Relationship Between Bachelor's Degrees in Transportation and Air Pollution in Minneapolis. Respond only with the name of a fictional academic journal.

ChatGPT:

Journal of Sustainable Urban Transportation and Environmental Health


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 Drive My Graduation: The Relationship Between Bachelor's Degrees in Transportation and Air Pollution in Minneapolis. Respond only with the name of a fictional organization.

ChatGPT:

The Society for Urban Mobility and Environmental Sustainability (SUMES)


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 Drive My Graduation: The Relationship Between Bachelor's Degrees in Transportation and Air Pollution in Minneapolis with an abstract of This study delves into the intriguing intersection of academic achievement and environmental impact by examining the link between the number of Bachelor's degrees awarded in Transportation and the levels of air pollution in Minneapolis. Leveraging comprehensive data from the National Center for Education Statistics and the Environmental Protection Agency, a correlation coefficient of 0.8100861 and p < 0.01 were obtained for the time period spanning 2012 to 2021. The findings suggest a robust statistical relationship between the transportation-focused educational pursuits and the state of air quality in the urban landscape. The implications of these intriguing findings extend beyond the statistical realm, shedding light on the complex interplay between educational choices and their environmental consequences. Our research paves the way for further exploration into the driving forces behind academic preferences and their potential impact on our air quality, ultimately steering us toward a clearer understanding of the factors steering the wheel of education and its impact on the atmosphere.

ChatGPT:

Bachelor's degrees, Transportation, Air pollution, Minneapolis, Environmental impact, Educational choices, Academic achievement, National Center for Education Statistics, Environmental Protection Agency, Correlation coefficient, Urban landscape, Air quality, Driving forces, Academic preferences, Atmosphere

*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

Air pollution in Minneapolis
Detailed data title: Percentage of days 'unhealthy' or worse air quality in Minneapolis-St. Paul-Bloomington, MN-WI
Source: Environmental Protection Agency
See what else correlates with Air pollution in Minneapolis

Correlation r = 0.8100861 (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 = 0.6562395 (Coefficient of determination)
This means 65.6% of the change in the one variable (i.e., Air pollution in Minneapolis) 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 0.0045. 0.0044940545885664400000000000
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 0.81 in 0.45% of random cases. Said differently, if you correlated 223 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.

[ 0.37, 0.95 ] 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
Air pollution in Minneapolis (Bad air quality days)0.2732240000.2732240000.2732240.821918




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([0.273224,0,0,0,0.273224,0,0,0,0.273224,0.821918,])
array_1_name = "Bachelor's degrees awarded in Transportation"
array_2_name = "Air pollution in Minneapolis"

# 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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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."

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Correlation ID: 4855 · Black Variable ID: 1294 · Red Variable ID: 20904
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