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Spurious correlation #5,448 · 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 St. Cloud, Minnesota.  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 graduates entered the field, they were driving, full speed ahead, creating a traffic jam of new ideas for transportation methods. Unfortunately, all these brainy commuters overlooked the importance of eco-friendly practices, leading to a higher level of emissions and ultimately adding fuel to the air pollution problem in St. Cloud. It seems like they needed a little more direction on the 'clean air' highway!

Model: dalle-3
Prompt: Description: Generate an image capturing the bustling streets of St. Cloud flooded with fresh Bachelor's degree graduates teeming with innovative transportation concepts. Among the crowd, futuristic modes of eco-friendly transport like electric scooters, bicycles, and perhaps even air-purifying vehicles fill the intersection. The air is thick with pollution, depicted by fumes rising and clouding the horizon. Within this chaotic scene, emphasize the contrast between the excitement of new ideas and the unintended consequences on air quality. 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 Air pollution in St. Cloud, Minnesota. 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: a Polaroid photo Cyber folk Scalar art A Discovery magazine cover image Psychedelic
ChatGPT: A Discovery magazine cover image

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 Air pollution in St. Cloud, Minnesota, in the following situation: As more graduates entered the field, they were driving, full speed ahead, creating a traffic jam of new ideas for transportation methods. Unfortunately, all these brainy commuters overlooked the importance of eco-friendly practices, leading to a higher level of emissions and ultimately adding fuel to the air pollution problem in St. Cloud. It seems like they needed a little more direction on the 'clean air' highway!. Keep the description simple.
ChatGPT: As fresh Bachelor's degree graduates flooded the streets of St. Cloud, a crowded intersection formed with students zooming ahead, brimming with innovative transportation concepts. However, amidst the excitement, the rush of ideas unknowingly added to the city's air pollution, with thick fumes rising and clouding the horizon. The graduates seemed to need a clearer roadmap for sustainable, eco-friendly practices to navigate the clean air highway.

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: [ A Discovery magazine cover image ] and depicting this scene: As fresh Bachelor's degree graduates flooded the streets of St. Cloud, a crowded intersection formed with students zooming ahead, brimming with innovative transportation concepts. However, amidst the excitement, the rush of ideas unknowingly added to the city's air pollution, with thick fumes rising and clouding the horizon. The graduates seemed to need a clearer roadmap for sustainable, eco-friendly practices to navigate the clean air highway. Keep the visual depiction simple. Do not include any words or speech bubbles.
ChatGPT: Description: Generate an image capturing the bustling streets of St. Cloud flooded with fresh Bachelor's degree graduates teeming with innovative transportation concepts. Among the crowd, futuristic modes of eco-friendly transport like electric scooters, bicycles, and perhaps even air-purifying vehicles fill the intersection. The air is thick with pollution, depicted by fumes rising and clouding the horizon. Within this chaotic scene, emphasize the contrast between the excitement of new ideas and the unintended consequences on air quality.

*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 St. Cloud, Minnesota to increase. Include one good pun.

AI academic paper

(Because p < 0.01)
The Road to Success: Bachelor's Degrees in Transportation and Their Impact on Air Quality in St. Cloud, Minnesota

Journal of Transportation Studies and Environmental Impact

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 St. Cloud, Minnesota. Make lots of jokes, goofy observations, and puns.

Make the title a clever pun.

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 0.8449321 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]]
"The Road to Success: Bachelor's Degrees in Transportation and Their Impact on Air Quality in St. Cloud, Minnesota"

[[ABSTRACT]]
This paper delves into the intersection of academia and environmental quality by investigating the relationship between the number of Bachelor's degrees awarded in Transportation and air pollution levels in the charming city of St. Cloud, Minnesota. Leveraging data from the National Center for Education Statistics and the Environmental Protection Agency, our research team applied statistical analysis to address this fuel-injected inquiry. Our findings revealed a robust correlation coefficient of 0.8449321 and a p-value less than 0.01 for the period spanning 2012 to 2021, propelling us to the conclusion that higher numbers of Bachelor's degrees in Transportation are indeed associated with changes in air pollution levels in St. Cloud. This study takes the concept of "air traffic control" to a whole new level by illustrating the tangible impact of education on environmental outcomes. We hope this research serves as a catalyst for further exploration into the unexpected ways in which academic pursuits can drive meaningful change beyond the ivory tower.


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 St. Cloud, Minnesota. Make lots of 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]]
"The Road to Success: Bachelor's Degrees in Transportation and Their Impact on Air Quality in St. Cloud, Minnesota"

[[ABSTRACT]]
This paper delves into the intersection of academia and environmental quality by investigating the relationship between the number of Bachelor's degrees awarded in Transportation and air pollution levels in the charming city of St. Cloud, Minnesota. Leveraging data from the National Center for Education Statistics and the Environmental Protection Agency, our research team applied statistical analysis to address this fuel-injected inquiry. Our findings revealed a robust correlation coefficient of 0.8449321 and a p-value less than 0.01 for the period spanning 2012 to 2021, propelling us to the conclusion that higher numbers of Bachelor's degrees in Transportation are indeed associated with changes in air pollution levels in St. Cloud. This study takes the concept of "air traffic control" to a whole new level by illustrating the tangible impact of education on environmental outcomes. We hope this research serves as a catalyst for further exploration into the unexpected ways in which academic pursuits can drive meaningful change beyond the ivory tower.

-------

Your response should start like this:

[[INTRODUCTION]]



ChatGPT:
[[INTRODUCTION]]

Buckle up, folks, because we're about to embark on an enlightening journey into the world of Transportation Bachelor's degrees and their impact on the air that we breathe. Our research delves into this high-octane topic, examining the connection between the number of Bachelor's degrees awarded in Transportation and the quality of the air in the picturesque enclave of St. Cloud, Minnesota. This study encapsulates the intersection of academia and environmental quality and revs up statistical analysis to unveil the potential influence of academic pursuits on atmospheric conditions.

Transportation is the lifeblood of modern society, propelling us from point A to point B with the precision of a well-tuned engine. However, as anyone who has idled behind a belching bus or crawled through a congested highway can attest, transportation also emits pollutants that can cloud our skies and clog our lungs. In the midst of this motorized mayhem, we set out to investigate if the academic realm, specifically the issuance of Bachelor's degrees in Transportation, could hold the key to unlocking cleaner, fresher air. It's like navigating through a maze of data to find the cleanest, most efficient route to our statistical destination.

Leveraging the horsepower of data from the National Center for Education Statistics and the Environmental Protection Agency, we put the pedal to the metal and applied rigorous statistical analysis to this turbocharged inquiry. Our findings revealed a correlation coefficient that revved up to 0.8449321, signaling a strong relationship between the number of Bachelor's degrees in Transportation and air pollution levels in St. Cloud. With a p-value that's lower than a Formula 1 car hugging the track at Monaco, our results point to a statistically significant association between academic pursuits in transportation and changes in air quality. The implications of these findings ripple through the scientific community like a pebble dropped into a statistical pond, creating waves of curiosity about the intersection of education and environmental impact.

So, pull up a chair and fasten your seatbelt as we navigate the twists and turns of this rousing research journey. Through this study, we aim to illustrate how academic pursuits can play a pivotal role in steering environmental outcomes onto a clearer, fresher path. It's time to shift into high gear and explore the unexpected ways in which education can drive tangible change beyond the confines of the ivory tower.


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 St. Cloud, Minnesota. Make lots of jokes, goofy observations, and puns.

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

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

Start by naming serious-sounding studies by authors like Smith, Doe, and Jones - but then quickly devolve. Name some real non-fiction books that would be related to the topic. Then name some real fiction books that sound like they could be related. Then name a few real TV shows that sound like they might be relevant to the topic that you watched as research.

Here is the title and abstract of the paper:
[[TITLE]]
"The Road to Success: Bachelor's Degrees in Transportation and Their Impact on Air Quality in St. Cloud, Minnesota"

[[ABSTRACT]]
This paper delves into the intersection of academia and environmental quality by investigating the relationship between the number of Bachelor's degrees awarded in Transportation and air pollution levels in the charming city of St. Cloud, Minnesota. Leveraging data from the National Center for Education Statistics and the Environmental Protection Agency, our research team applied statistical analysis to address this fuel-injected inquiry. Our findings revealed a robust correlation coefficient of 0.8449321 and a p-value less than 0.01 for the period spanning 2012 to 2021, propelling us to the conclusion that higher numbers of Bachelor's degrees in Transportation are indeed associated with changes in air pollution levels in St. Cloud. This study takes the concept of "air traffic control" to a whole new level by illustrating the tangible impact of education on environmental outcomes. We hope this research serves as a catalyst for further exploration into the unexpected ways in which academic pursuits can drive meaningful change beyond the ivory tower.

-------

And here is the introduction section that led to this literature review:
[[INTRODUCTION]]
Buckle up, folks, because we're about to embark on an enlightening journey into the world of Transportation Bachelor's degrees and their impact on the air that we breathe. Our research delves into this high-octane topic, examining the connection between the number of Bachelor's degrees awarded in Transportation and the quality of the air in the picturesque enclave of St. Cloud, Minnesota. This study encapsulates the intersection of academia and environmental quality and revs up statistical analysis to unveil the potential influence of academic pursuits on atmospheric conditions.
Transportation is the lifeblood of modern society, propelling us from point A to point B with the precision of a well-tuned engine. However, as anyone who has idled behind a belching bus or crawled through a congested highway can attest, transportation also emits pollutants that can cloud our skies and clog our lungs. In the midst of this motorized mayhem, we set out to investigate if the academic realm, specifically the issuance of Bachelor's degrees in Transportation, could hold the key to unlocking cleaner, fresher air. It's like navigating through a maze of data to find the cleanest, most efficient route to our statistical destination.
Leveraging the horsepower of data from the National Center for Education Statistics and the Environmental Protection Agency, we put the pedal to the metal and applied rigorous statistical analysis to this turbocharged inquiry. Our findings revealed a correlation coefficient that revved up to 0.8449321, signaling a strong relationship between the number of Bachelor's degrees in Transportation and air pollution levels in St. Cloud. With a p-value that's lower than a Formula 1 car hugging the track at Monaco, our results point to a statistically significant association between academic pursuits in transportation and changes in air quality. The implications of these findings ripple through the scientific community like a pebble dropped into a statistical pond, creating waves of curiosity about the intersection of education and environmental impact.
So, pull up a chair and fasten your seatbelt as we navigate the twists and turns of this rousing research journey. Through this study, we aim to illustrate how academic pursuits can play a pivotal role in steering environmental outcomes onto a clearer, fresher path. It's time to shift into high gear and explore the unexpected ways in which education can drive tangible change beyond the confines of the ivory tower.

-------

Your response should start like this:

[[LITERATURE REVIEW]]



ChatGPT:
[[LITERATURE REVIEW]]

To shed light on the intersection of educational pursuits in the field of transportation and their potential impact on air quality, we look to a body of existing research that illuminates this complex relationship. Smith's seminal work, "The Role of Transportation Education in Environmental Outcomes," lays the groundwork for our exploration, delving into the nuanced dynamics between academic programs and real-world environmental effects. Similarly, Doe's comprehensive analysis in "Educating for Cleaner Skies: A Study of Transportation Degree Holders and Air Quality" provides valuable insights into the potential influence of higher education on atmospheric conditions. Jones' pioneering research, "On the Road to Smog Reduction: Exploring the Impact of Transportation Degrees on Air Pollution," further enriches the scholarly discourse with its thorough investigation of the connections between academic pursuits and environmental outcomes.

As we venture further into the literature landscape, it becomes apparent that the topic of transportation and air quality is not without its share of unexpected twists and turns. In "Wheels of Change: How Educational Initiatives Drive Environmental Progress," Green and Blue highlight the transformative potential of academic programs in transportation, weaving a narrative that drives home the significance of education in shaping environmental pathways. Meanwhile, in "Planes, Trains, and Sustainable Practices: Navigating Educational Routes to Cleaner Air," Black and Red offer a captivating exploration of the role of transportation education in fostering sustainability, steering readers through a journey of scholarship and environmental stewardship.

Digging deeper into the literary toolbox, we encounter a few more unexpected entries that add a dash of whimsy to the scholarly pursuit of understanding the relationship between academic degrees in transportation and air quality. In "A Tale of Two Emissions: The Impact of Transportation Degrees on Air Pollution," Dickens spins a narrative that, while fictional, provides thought-provoking parallels to our empirical investigation, reminding us that the literature landscape is replete with diverse perspectives and engaging storytelling. Moreover, in "The Airbenders: Academic Adventures in Environmental Mastery," Avatar takes readers on a fantastical journey through the elemental forces, offering allegorical insights that resonate with the ever-changing winds of scholarly inquiry.

To round out our exploration, we turn our attention to the small screen, where a selection of television programs provides an unexpected lens through which to view the interaction between transportation education and air quality. "Wheeler Dealers," known for its captivating narratives centered on automotive restoration and sales, presents an intriguing backdrop for contemplating the educational journey of individuals involved in the transportation industry. Additionally, "Airplane Repo," with its high-flying drama and daring repossessions, offers a unique vantage point for considering the practical applications of transportation education and its potential impact on air quality.

As we navigate the literature landscape, it becomes evident that the study of transportation-related education and its implications for air quality is not only a matter of scholarly inquiry but also a rich tapestry of diverse perspectives, unexpected parallels, and the occasional dose of high-flying drama.


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 St. Cloud, Minnesota. Make lots of 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 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]]
"The Road to Success: Bachelor's Degrees in Transportation and Their Impact on Air Quality in St. Cloud, Minnesota"

[[ABSTRACT]]
This paper delves into the intersection of academia and environmental quality by investigating the relationship between the number of Bachelor's degrees awarded in Transportation and air pollution levels in the charming city of St. Cloud, Minnesota. Leveraging data from the National Center for Education Statistics and the Environmental Protection Agency, our research team applied statistical analysis to address this fuel-injected inquiry. Our findings revealed a robust correlation coefficient of 0.8449321 and a p-value less than 0.01 for the period spanning 2012 to 2021, propelling us to the conclusion that higher numbers of Bachelor's degrees in Transportation are indeed associated with changes in air pollution levels in St. Cloud. This study takes the concept of "air traffic control" to a whole new level by illustrating the tangible impact of education on environmental outcomes. We hope this research serves as a catalyst for further exploration into the unexpected ways in which academic pursuits can drive meaningful change beyond the ivory tower.

[[INTRODUCTION]]
Buckle up, folks, because we're about to embark on an enlightening journey into the world of Transportation Bachelor's degrees and their impact on the air that we breathe. Our research delves into this high-octane topic, examining the connection between the number of Bachelor's degrees awarded in Transportation and the quality of the air in the picturesque enclave of St. Cloud, Minnesota. This study encapsulates the intersection of academia and environmental quality and revs up statistical analysis to unveil the potential influence of academic pursuits on atmospheric conditions.
Transportation is the lifeblood of modern society, propelling us from point A to point B with the precision of a well-tuned engine. However, as anyone who has idled behind a belching bus or crawled through a congested highway can attest, transportation also emits pollutants that can cloud our skies and clog our lungs. In the midst of this motorized mayhem, we set out to investigate if the academic realm, specifically the issuance of Bachelor's degrees in Transportation, could hold the key to unlocking cleaner, fresher air. It's like navigating through a maze of data to find the cleanest, most efficient route to our statistical destination.
Leveraging the horsepower of data from the National Center for Education Statistics and the Environmental Protection Agency, we put the pedal to the metal and applied rigorous statistical analysis to this turbocharged inquiry. Our findings revealed a correlation coefficient that revved up to 0.8449321, signaling a strong relationship between the number of Bachelor's degrees in Transportation and air pollution levels in St. Cloud. With a p-value that's lower than a Formula 1 car hugging the track at Monaco, our results point to a statistically significant association between academic pursuits in transportation and changes in air quality. The implications of these findings ripple through the scientific community like a pebble dropped into a statistical pond, creating waves of curiosity about the intersection of education and environmental impact.
So, pull up a chair and fasten your seatbelt as we navigate the twists and turns of this rousing research journey. Through this study, we aim to illustrate how academic pursuits can play a pivotal role in steering environmental outcomes onto a clearer, fresher path. It's time to shift into high gear and explore the unexpected ways in which education can drive tangible change beyond the confines of the ivory tower.

-------

Your response should start like this:

[[METHODOLOGY]]



ChatGPT:

[[METHODOLOGY]]

To investigate the exhilarating realm of Transportation Bachelor's degrees and their aerodynamic influence on air quality, our research team embarked on a data-driven expedition that would make Lewis and Clark proud, albeit with significantly less physical exertion. Our quest for knowledge began with a comprehensive data gathering mission across the electronic expanse of the internet, making pit stops at the National Center for Education Statistics and the Environmental Protection Agency. We sifted through the digital landscape, collecting Bachelor's degree award data in Transportation and air pollution levels in the vibrant locale of St. Cloud, Minnesota, from the years 2012 to 2021.

The statistical vehicle of choice for our expedition was the trusty Pearson correlation coefficient, a sophisticated tool that allowed us to quantify the degree of association between the number of Transportation Bachelor's degrees and air pollution levels. This statistical roadster served as our compass, guiding us through the twisty terrain of data analysis with precision and finesse. Additionally, we sparred with the formidable p-value, subjecting it to rigorous scrutiny to determine the statistical significance of our findings.

We revved up our data engines, performing a robust regression analysis to explore the potential impact of interventional variables such as year, season, and cosmic alignment (just kidding about the cosmic alignment, but we did consider a variety of potential extraneous factors). Our goal was to ensure that we left no statistical stone unturned in our quest to unveil the academic horsepower of Transportation Bachelor's degrees in shaping air quality.

Moreover, our expedition involved the deployment of time-series analysis to observe the temporal evolution of both the garnered Transportation Bachelor's degree data and air pollution levels. This additional analytical gear allowed us to gain insight into how the relationship between these variables evolved over the span of our study period, akin to a detective unraveling the plot twists in a gripping statistical thriller.

In summary, our approach involved a synergistic blend of statistical methodologies, navigating the terrain of correlation analysis, regression modeling, and time-series scrutiny to unveil the interconnectedness of Transportation academic pursuits and atmospheric quality. This methodology allowed us to steer our research expedition towards the discovery of a compelling relationship between Bachelor's degrees in Transportation and changes in air pollution levels in the radiant domain of St. Cloud, Minnesota.


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 St. Cloud, Minnesota. Make lots of 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 Environmental Protection Agency .

For the time period 2012 to 2021, you found a correlation 0.8449321, r-squared of 0.7139102, and p < 0.01.

One figure will be included. The figure (Fig. 1) is a scatterplot showing the strong correlation between the two variables. You don't need to specify where; I will add the figure.

Here is the title and abstract of the paper:
[[TITLE]]
"The Road to Success: Bachelor's Degrees in Transportation and Their Impact on Air Quality in St. Cloud, Minnesota"

[[ABSTRACT]]
This paper delves into the intersection of academia and environmental quality by investigating the relationship between the number of Bachelor's degrees awarded in Transportation and air pollution levels in the charming city of St. Cloud, Minnesota. Leveraging data from the National Center for Education Statistics and the Environmental Protection Agency, our research team applied statistical analysis to address this fuel-injected inquiry. Our findings revealed a robust correlation coefficient of 0.8449321 and a p-value less than 0.01 for the period spanning 2012 to 2021, propelling us to the conclusion that higher numbers of Bachelor's degrees in Transportation are indeed associated with changes in air pollution levels in St. Cloud. This study takes the concept of "air traffic control" to a whole new level by illustrating the tangible impact of education on environmental outcomes. We hope this research serves as a catalyst for further exploration into the unexpected ways in which academic pursuits can drive meaningful change beyond the ivory tower.

-------

And here is the methodology section that led to this result:
[[METHODOLOGY]]
Buckle up, folks, because we're about to embark on an enlightening journey into the world of Transportation Bachelor's degrees and their impact on the air that we breathe. Our research delves into this high-octane topic, examining the connection between the number of Bachelor's degrees awarded in Transportation and the quality of the air in the picturesque enclave of St. Cloud, Minnesota. This study encapsulates the intersection of academia and environmental quality and revs up statistical analysis to unveil the potential influence of academic pursuits on atmospheric conditions.
Transportation is the lifeblood of modern society, propelling us from point A to point B with the precision of a well-tuned engine. However, as anyone who has idled behind a belching bus or crawled through a congested highway can attest, transportation also emits pollutants that can cloud our skies and clog our lungs. In the midst of this motorized mayhem, we set out to investigate if the academic realm, specifically the issuance of Bachelor's degrees in Transportation, could hold the key to unlocking cleaner, fresher air. It's like navigating through a maze of data to find the cleanest, most efficient route to our statistical destination.
Leveraging the horsepower of data from the National Center for Education Statistics and the Environmental Protection Agency, we put the pedal to the metal and applied rigorous statistical analysis to this turbocharged inquiry. Our findings revealed a correlation coefficient that revved up to 0.8449321, signaling a strong relationship between the number of Bachelor's degrees in Transportation and air pollution levels in St. Cloud. With a p-value that's lower than a Formula 1 car hugging the track at Monaco, our results point to a statistically significant association between academic pursuits in transportation and changes in air quality. The implications of these findings ripple through the scientific community like a pebble dropped into a statistical pond, creating waves of curiosity about the intersection of education and environmental impact.
So, pull up a chair and fasten your seatbelt as we navigate the twists and turns of this rousing research journey. Through this study, we aim to illustrate how academic pursuits can play a pivotal role in steering environmental outcomes onto a clearer, fresher path. It's time to shift into high gear and explore the unexpected ways in which education can drive tangible change beyond the confines of the ivory tower.

-------

Your response should start like this:

[[RESULTS]]



ChatGPT:

[[RESULTS]]

Our statistical analysis of the relationship between the number of Bachelor's degrees awarded in Transportation and air pollution levels in St. Cloud, Minnesota, yielded some truly exhilarating findings. The correlation coefficient between these two variables zoomed in at 0.8449321, indicating a remarkably strong association. It's as if the air pollution levels and the number of Bachelor's degrees in Transportation were locked in a friendly race, with both striving to outdo each other in a statistical showdown.

Furthermore, the r-squared value of 0.7139102 suggests that a whopping 71.39% of the variability in air pollution levels can be explained by changes in the number of Bachelor's degrees in Transportation. It's like a well-crafted equation for a smoothly running engine, with the educational fuel igniting changes in atmospheric quality.

And if that's not impressive enough, the p-value of less than 0.01 lets us confidently put the pedal to the metal and declare that the relationship we observed is statistically significant. In the realm of statistical significance, our findings are akin to holding steady on a clear, open road with no speed limits - we're cruising along, confident in the validity of our results.

To visually capture the speed and direction of this relationship, we present our compelling scatterplot (Fig. 1). This graphical masterpiece showcases the clear pattern of change in air pollution levels as the number of Bachelor's degrees in Transportation revs up. It's like a thrilling race unfolding before our eyes, with the data points zipping across the plot as if they were competing for pole position at a grand statistical prix.

In summary, our results underscore the impactful role of academic pursuits in Transportation on environmental quality in St. Cloud, Minnesota. This research not only drives home the significance of education but also fuels our enthusiasm for uncovering unexpected connections in the realm of environmental impact. It's a testament to the power of statistical analysis and scientific inquiry, propelling us to explore new avenues for driving positive change – one Bachelor's degree at a time.


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 St. Cloud, Minnesota. Make lots of 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]]
"The Road to Success: Bachelor's Degrees in Transportation and Their Impact on Air Quality in St. Cloud, Minnesota"

[[ABSTRACT]]
This paper delves into the intersection of academia and environmental quality by investigating the relationship between the number of Bachelor's degrees awarded in Transportation and air pollution levels in the charming city of St. Cloud, Minnesota. Leveraging data from the National Center for Education Statistics and the Environmental Protection Agency, our research team applied statistical analysis to address this fuel-injected inquiry. Our findings revealed a robust correlation coefficient of 0.8449321 and a p-value less than 0.01 for the period spanning 2012 to 2021, propelling us to the conclusion that higher numbers of Bachelor's degrees in Transportation are indeed associated with changes in air pollution levels in St. Cloud. This study takes the concept of "air traffic control" to a whole new level by illustrating the tangible impact of education on environmental outcomes. We hope this research serves as a catalyst for further exploration into the unexpected ways in which academic pursuits can drive meaningful change beyond the ivory tower.

[[LITERATURE REVIEW]]
To shed light on the intersection of educational pursuits in the field of transportation and their potential impact on air quality, we look to a body of existing research that illuminates this complex relationship. Smith's seminal work, "The Role of Transportation Education in Environmental Outcomes," lays the groundwork for our exploration, delving into the nuanced dynamics between academic programs and real-world environmental effects. Similarly, Doe's comprehensive analysis in "Educating for Cleaner Skies: A Study of Transportation Degree Holders and Air Quality" provides valuable insights into the potential influence of higher education on atmospheric conditions. Jones' pioneering research, "On the Road to Smog Reduction: Exploring the Impact of Transportation Degrees on Air Pollution," further enriches the scholarly discourse with its thorough investigation of the connections between academic pursuits and environmental outcomes.
As we venture further into the literature landscape, it becomes apparent that the topic of transportation and air quality is not without its share of unexpected twists and turns. In "Wheels of Change: How Educational Initiatives Drive Environmental Progress," Green and Blue highlight the transformative potential of academic programs in transportation, weaving a narrative that drives home the significance of education in shaping environmental pathways. Meanwhile, in "Planes, Trains, and Sustainable Practices: Navigating Educational Routes to Cleaner Air," Black and Red offer a captivating exploration of the role of transportation education in fostering sustainability, steering readers through a journey of scholarship and environmental stewardship.
Digging deeper into the literary toolbox, we encounter a few more unexpected entries that add a dash of whimsy to the scholarly pursuit of understanding the relationship between academic degrees in transportation and air quality. In "A Tale of Two Emissions: The Impact of Transportation Degrees on Air Pollution," Dickens spins a narrative that, while fictional, provides thought-provoking parallels to our empirical investigation, reminding us that the literature landscape is replete with diverse perspectives and engaging storytelling. Moreover, in "The Airbenders: Academic Adventures in Environmental Mastery," Avatar takes readers on a fantastical journey through the elemental forces, offering allegorical insights that resonate with the ever-changing winds of scholarly inquiry.
To round out our exploration, we turn our attention to the small screen, where a selection of television programs provides an unexpected lens through which to view the interaction between transportation education and air quality. "Wheeler Dealers," known for its captivating narratives centered on automotive restoration and sales, presents an intriguing backdrop for contemplating the educational journey of individuals involved in the transportation industry. Additionally, "Airplane Repo," with its high-flying drama and daring repossessions, offers a unique vantage point for considering the practical applications of transportation education and its potential impact on air quality.
As we navigate the literature landscape, it becomes evident that the study of transportation-related education and its implications for air quality is not only a matter of scholarly inquiry but also a rich tapestry of diverse perspectives, unexpected parallels, and the occasional dose of high-flying drama.

[[RESULTS]]
Our statistical analysis of the relationship between the number of Bachelor's degrees awarded in Transportation and air pollution levels in St. Cloud, Minnesota, yielded some truly exhilarating findings. The correlation coefficient between these two variables zoomed in at 0.8449321, indicating a remarkably strong association. It's as if the air pollution levels and the number of Bachelor's degrees in Transportation were locked in a friendly race, with both striving to outdo each other in a statistical showdown.
Furthermore, the r-squared value of 0.7139102 suggests that a whopping 71.39% of the variability in air pollution levels can be explained by changes in the number of Bachelor's degrees in Transportation. It's like a well-crafted equation for a smoothly running engine, with the educational fuel igniting changes in atmospheric quality.
And if that's not impressive enough, the p-value of less than 0.01 lets us confidently put the pedal to the metal and declare that the relationship we observed is statistically significant. In the realm of statistical significance, our findings are akin to holding steady on a clear, open road with no speed limits - we're cruising along, confident in the validity of our results.
To visually capture the speed and direction of this relationship, we present our compelling scatterplot (Fig. 1). This graphical masterpiece showcases the clear pattern of change in air pollution levels as the number of Bachelor's degrees in Transportation revs up. It's like a thrilling race unfolding before our eyes, with the data points zipping across the plot as if they were competing for pole position at a grand statistical prix.
In summary, our results underscore the impactful role of academic pursuits in Transportation on environmental quality in St. Cloud, Minnesota. This research not only drives home the significance of education but also fuels our enthusiasm for uncovering unexpected connections in the realm of environmental impact. It's a testament to the power of statistical analysis and scientific inquiry, propelling us to explore new avenues for driving positive change – one Bachelor's degree at a time.

-------

Your response should start like this:

[[DISCUSSION]]



ChatGPT:

[[DISCUSSION]]

Our findings not only pump the brakes on skepticism but propel the field of transportation education into a higher gear of environmental impact assessment. The relationship between the number of Bachelor's degrees awarded in Transportation and air pollution levels in St. Cloud, Minnesota, revs up a compelling conversation about the unexplored avenues of academic influence on atmospheric quality.

Leveraging the existing literature, which presented a fascinating interplay of serious research and unexpected whimsy, our results seamlessly align with the prior scholarship. The parallels drawn from the unexpected twists and turns in the literary landscape seem less like flights of fancy and more like guiding lights in the empirical journey. It's as if our findings and the literature were riding in tandem, steering us toward a shared destination of knowledge advancement.

The robust correlation coefficient affirmatively honks the horn of academic impact, echoing the insightful calls of Smith, Doe, and Jones in illuminating the tangible effects of transportation education on air quality. It's as if the statisticians and researchers were passing the baton in a scholarly relay, each contributing to a cohesive narrative of meaningful educational impact.

Our r-squared value, akin to the horsepower of our statistical model, demonstrates that a substantial 71.39% of the variability in air pollution levels can be attributed to changes in the number of Bachelor's degrees in Transportation. This finding feels more like an effortless gear shift, smoothly navigating the complex terrain of educational influence on environmental outcomes.

The statistically significant p-value revs up our confidence in the observed relationship, as if it were the scientific equivalent of flashing a green light for further exploration. It's like a clear, open road for future research endeavors, where the mileage of our results extends beyond mere statistical significance to the broader implications for policy and practice.

In the realm of scholarly statistics, as in a thrilling race, our results exemplify the excitement not only of the conclusions but also of the journey of discovery. From the captivating scatterplot that resembles a grand statistical prix to the compelling narrative woven through our discussions, this research showcases that the pursuit of knowledge in transportation education isn't just a road trip—it's a turbocharged voyage of academic influence on environmental quality.

In conclusion, our research adds wheels to the scholarly discourse, driving home the impactful role of transportation education on air quality. It's not just a matter of connecting the dots—it's about paving the way for future investigations to steer through uncharted territories. As we gear up for further exploration, our findings serve as a testament to the transformative potential of educational pursuits in driving positive change, reminding us that every Bachelor's degree in Transportation has the potential to accelerate environmental impact – one fuel-efficient discovery at a time.


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 St. Cloud, Minnesota. Make lots of 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]]
"The Road to Success: Bachelor's Degrees in Transportation and Their Impact on Air Quality in St. Cloud, Minnesota"

[[ABSTRACT]]
This paper delves into the intersection of academia and environmental quality by investigating the relationship between the number of Bachelor's degrees awarded in Transportation and air pollution levels in the charming city of St. Cloud, Minnesota. Leveraging data from the National Center for Education Statistics and the Environmental Protection Agency, our research team applied statistical analysis to address this fuel-injected inquiry. Our findings revealed a robust correlation coefficient of 0.8449321 and a p-value less than 0.01 for the period spanning 2012 to 2021, propelling us to the conclusion that higher numbers of Bachelor's degrees in Transportation are indeed associated with changes in air pollution levels in St. Cloud. This study takes the concept of "air traffic control" to a whole new level by illustrating the tangible impact of education on environmental outcomes. We hope this research serves as a catalyst for further exploration into the unexpected ways in which academic pursuits can drive meaningful change beyond the ivory tower.

[[INTRDUCTION]]
Buckle up, folks, because we're about to embark on an enlightening journey into the world of Transportation Bachelor's degrees and their impact on the air that we breathe. Our research delves into this high-octane topic, examining the connection between the number of Bachelor's degrees awarded in Transportation and the quality of the air in the picturesque enclave of St. Cloud, Minnesota. This study encapsulates the intersection of academia and environmental quality and revs up statistical analysis to unveil the potential influence of academic pursuits on atmospheric conditions.
Transportation is the lifeblood of modern society, propelling us from point A to point B with the precision of a well-tuned engine. However, as anyone who has idled behind a belching bus or crawled through a congested highway can attest, transportation also emits pollutants that can cloud our skies and clog our lungs. In the midst of this motorized mayhem, we set out to investigate if the academic realm, specifically the issuance of Bachelor's degrees in Transportation, could hold the key to unlocking cleaner, fresher air. It's like navigating through a maze of data to find the cleanest, most efficient route to our statistical destination.
Leveraging the horsepower of data from the National Center for Education Statistics and the Environmental Protection Agency, we put the pedal to the metal and applied rigorous statistical analysis to this turbocharged inquiry. Our findings revealed a correlation coefficient that revved up to 0.8449321, signaling a strong relationship between the number of Bachelor's degrees in Transportation and air pollution levels in St. Cloud. With a p-value that's lower than a Formula 1 car hugging the track at Monaco, our results point to a statistically significant association between academic pursuits in transportation and changes in air quality. The implications of these findings ripple through the scientific community like a pebble dropped into a statistical pond, creating waves of curiosity about the intersection of education and environmental impact.
So, pull up a chair and fasten your seatbelt as we navigate the twists and turns of this rousing research journey. Through this study, we aim to illustrate how academic pursuits can play a pivotal role in steering environmental outcomes onto a clearer, fresher path. It's time to shift into high gear and explore the unexpected ways in which education can drive tangible change beyond the confines of the ivory tower.

[[RESULTS]]
Our statistical analysis of the relationship between the number of Bachelor's degrees awarded in Transportation and air pollution levels in St. Cloud, Minnesota, yielded some truly exhilarating findings. The correlation coefficient between these two variables zoomed in at 0.8449321, indicating a remarkably strong association. It's as if the air pollution levels and the number of Bachelor's degrees in Transportation were locked in a friendly race, with both striving to outdo each other in a statistical showdown.
Furthermore, the r-squared value of 0.7139102 suggests that a whopping 71.39% of the variability in air pollution levels can be explained by changes in the number of Bachelor's degrees in Transportation. It's like a well-crafted equation for a smoothly running engine, with the educational fuel igniting changes in atmospheric quality.
And if that's not impressive enough, the p-value of less than 0.01 lets us confidently put the pedal to the metal and declare that the relationship we observed is statistically significant. In the realm of statistical significance, our findings are akin to holding steady on a clear, open road with no speed limits - we're cruising along, confident in the validity of our results.
To visually capture the speed and direction of this relationship, we present our compelling scatterplot (Fig. 1). This graphical masterpiece showcases the clear pattern of change in air pollution levels as the number of Bachelor's degrees in Transportation revs up. It's like a thrilling race unfolding before our eyes, with the data points zipping across the plot as if they were competing for pole position at a grand statistical prix.
In summary, our results underscore the impactful role of academic pursuits in Transportation on environmental quality in St. Cloud, Minnesota. This research not only drives home the significance of education but also fuels our enthusiasm for uncovering unexpected connections in the realm of environmental impact. It's a testament to the power of statistical analysis and scientific inquiry, propelling us to explore new avenues for driving positive change – one Bachelor's degree at a time.

-------

Your response should start like this:

[[CONCLUSION]]



ChatGPT:

[[CONCLUSION]]

As we wrap up this joyride through the realm of academic pursuits and environmental impact, it's clear that the mere mention of Bachelor's degrees in Transportation tends to rev up more than just engines. Our findings not only highlight the statistically significant relationship between the number of Bachelor's degrees in Transportation and air pollution levels in St. Cloud, but they also inject a hefty dose of enthusiasm into the academic arena.

Our research has shifted the gears of scientific inquiry, demonstrating how education can steer us toward cleaner, fresher air, leaving the smog of doubt in its wake. It's like witnessing a turbocharged correlation zooming past the finish line, leaving skeptics in the dust and statisticians revving their engines in approval.

By uncovering this unexpected connection, our study has accelerated the collective understanding of how academic pursuits can navigate a smoother course for environmental quality. It's as if we've unveiled a new highway of knowledge, paved with rigorous statistics and the exhilaration of discovery.

And now, as we cruise toward the conclusion of this journey, it's time to park the proverbial research vehicle. The findings of this study provide ample evidence to support the impactful role of education in Transportation on air quality in St. Cloud, reassuring us that further investigation in this area is as unnecessary as a traffic jam on a Sunday morning.

In closing, let's put it in park and enjoy the view from this statistical summit. Our study serves as a testament to the power of education to drive positive change, and it's clear that in the realm of academic pursuits and environmental impact, the road to success is paved with Bachelor's degrees in Transportation.


Model: gpt-3.5-turbo-1106
System prompt: You provide fictional names of academic journals. You say nothing else, and you do not chat with the user.
User prompt: Please provide the name of a funny but plausible sounding research, scientific, or academic journal that would publish a paper entited The Road to Success: Bachelor's Degrees in Transportation and Their Impact on Air Quality in St. Cloud, Minnesota. Respond only with the name of a fictional academic journal.

ChatGPT:

Journal of Transportation Studies and Environmental Impact


Model: gpt-3.5-turbo-1106
System prompt: You provide fictional names of nonprofit research organizations and associations. You say nothing else, and you do not chat with the user.
User prompt: Please provide the name of a funny but plausible sounding nonprofit, academic, or scientific association or organization that would sponsor research that resulted in a paper entited The Road to Success: Bachelor's Degrees in Transportation and Their Impact on Air Quality in St. Cloud, Minnesota. Respond only with the name of a fictional organization.

ChatGPT:

The Institute for Midwest Sustainable 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 The Road to Success: Bachelor's Degrees in Transportation and Their Impact on Air Quality in St. Cloud, Minnesota with an abstract of This paper delves into the intersection of academia and environmental quality by investigating the relationship between the number of Bachelor's degrees awarded in Transportation and air pollution levels in the charming city of St. Cloud, Minnesota. Leveraging data from the National Center for Education Statistics and the Environmental Protection Agency, our research team applied statistical analysis to address this fuel-injected inquiry. Our findings revealed a robust correlation coefficient of 0.8449321 and a p-value less than 0.01 for the period spanning 2012 to 2021, propelling us to the conclusion that higher numbers of Bachelor's degrees in Transportation are indeed associated with changes in air pollution levels in St. Cloud. This study takes the concept of "air traffic control" to a whole new level by illustrating the tangible impact of education on environmental outcomes. We hope this research serves as a catalyst for further exploration into the unexpected ways in which academic pursuits can drive meaningful change beyond the ivory tower.

ChatGPT:

bachelor's degrees in Transportation, air pollution levels, St. Cloud, Minnesota, National Center for Education Statistics, Environmental Protection Agency, statistical analysis, correlation coefficient, p-value, education impact on environmental quality

*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 St. Cloud, Minnesota
Detailed data title: Percentage of days with air quality at 'unhealthy for sensitive groups' or worse in St. Cloud, MN
Source: Environmental Protection Agency
See what else correlates with Air pollution in St. Cloud, Minnesota

Correlation r = 0.8449321 (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 = 0.7139102 (Coefficient of determination)
This means 71.4% of the change in the one variable (i.e., Air pollution in St. Cloud, Minnesota) 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 0.00209. 0.0020886966043348610000000000
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 0.84 in 0.209% of random cases. Said differently, if you correlated 479 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.

[ 0.46, 0.96 ] 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 St. Cloud, Minnesota (Bad air quality days)0.00273224000.0028169000.00273973000.0165746




Why this works

  1. Data dredging: I have 25,237 variables in my database. I compare all these variables against each other to find ones that randomly match up. That's 636,906,169 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([0.00273224,0,0,0.0028169,0,0,0.00273973,0,0,0.0165746,])
array_1_name = "Bachelor's degrees awarded in Transportation"
array_2_name = "Air pollution in St. Cloud, Minnesota"

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

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



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

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

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

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Correlation ID: 5448 · Black Variable ID: 1294 · Red Variable ID: 21876
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