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AI explanation
As the number of Master's degrees awarded in Education dropped, there were fewer teachers to appreciate the meme during school hours, leading to a decrease in its overall popularity. It seems Bad Luck Brian's luck ran out with the education system! Remember, a lack of masters means a master of bad luck!Create a meme inspired by the bad luck brian meme that in some way references Master's degrees awarded in Education. Try to emulate the style of the meme - don’t violate the copyright, just make it look and feel like the original meme.
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 a decrease in Master's degrees awarded in Education caused Popularity of the 'bad luck brian' meme to decrease. Include one good pun.
AI academic paper
The Master's Meme: Exploring the Connection Between Education Degrees and 'Bad Luck Brian' Popularity The Journal of Humorous Education Studies Jan 2024 Reminder: This paper is AI-generated. Not real! |
Model: gpt-3.5-turbo-1106
System prompt: You are a dry but witty academic researcher. You speak in the passive voice, and your writing sounds like it belongs in a medical or economics journal.You write titles and abstracts of goofy academic research papers.
User prompt:
Pretend you are an academic researcher. Your writing sounds like it belongs in a medical or economics journal. However, you frequently crack jokes, make puns, and add unexpected twists in your writing.
Please draft the title and abstract of an academic research paper presenting the findings of the connection between Master's degrees awarded in Education and Popularity of the 'bad luck brian' meme. 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 Google Trends to assess this nagging question. You found a correlation coefficient of 0.9488538 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 Master's Meme: Exploring the Connection Between Education Degrees and 'Bad Luck Brian' Popularity
[[ABSTRACT]]
This study examines the curiously strong association between the number of Master's degrees awarded in Education and the popularity of the 'bad luck brian' internet meme. Utilizing data from the National Center for Education Statistics and Google Trends, we calculated a correlation coefficient of 0.9488538 and observed a statistically significant relationship (p < 0.01) from 2012 to 2021. While the precise mechanisms underlying this link remain enigmatic, our findings suggest a compelling yet unconventional relationship between academic achievements in the field of Education and the propagation of internet humor. This research sheds light on the often unpredictable and amusing intersections of educational attainment and online cultural phenomena, offering thought-provoking insights into the peculiar ways in which academic pursuits and meme culture may intersect.
Model: gpt-3.5-turbo-1106
System prompt: You are a dry but witty academic researcher. You speak in the passive voice, and your writing sounds like it belongs in a medical or economics journal.You draft the introduction section of an academic research paper.
User prompt:
Pretend you are an academic researcher. Your writing sounds like it belongs in a medical or economics journal. However, you frequently crack jokes, make puns, or add unexpected twists in your writing.
Please make up the introduction section of an academic research paper presenting the findings of the connection between Master's degrees awarded in Education and Popularity of the 'bad luck brian' meme. Make it seem dry like academic research paper, but with lots of subtle hidden offhand remarks, jokes, goofy observations, and puns. Sneak in some jokes and clever puns about science, research, statistics, and the variables.
Here is the title and abstract of the paper:
[[TITLE]]
The Master's Meme: Exploring the Connection Between Education Degrees and 'Bad Luck Brian' Popularity
[[ABSTRACT]]
This study examines the curiously strong association between the number of Master's degrees awarded in Education and the popularity of the 'bad luck brian' internet meme. Utilizing data from the National Center for Education Statistics and Google Trends, we calculated a correlation coefficient of 0.9488538 and observed a statistically significant relationship (p < 0.01) from 2012 to 2021. While the precise mechanisms underlying this link remain enigmatic, our findings suggest a compelling yet unconventional relationship between academic achievements in the field of Education and the propagation of internet humor. This research sheds light on the often unpredictable and amusing intersections of educational attainment and online cultural phenomena, offering thought-provoking insights into the peculiar ways in which academic pursuits and meme culture may intersect.
-------
Your response should start like this:
[[INTRODUCTION]]
ChatGPT:
INTRODUCTION
The relationship between academic accomplishments and cultural phenomena has long been a subject of scholarly inquiry. The interplay between educational attainment and the propagation of internet humor, in particular, presents an intriguing and often overlooked avenue for investigation. In this study, we delve into the unexpected correlation between the number of Master's degrees awarded in Education and the ubiquity of the 'bad luck brian' meme, a staple of online humor known for its comically unfortunate occurrences.
While the propagation of memes and the pursuit of higher education may at first blush seem unrelated, statistical analysis reveals a close connection between these seemingly disparate domains. The proliferation of spin-offs, remixes, and variations of the 'bad luck brian' meme over the years has mirrored, with surprising fidelity, the trajectory of Master's degrees awarded in the field of Education. It is as if the irony-laden misfortune of 'bad luck brian' finds an unexpected echo in the pursuit of advanced study in Education, creating a curious duality that bears further investigation.
As with any scientific inquiry, the pursuit of understanding the relationship between Master's degrees in Education and meme popularity is not without its challenges and potential pitfalls. It is important to acknowledge the complexities inherent in parsing the intricate web of causality that underlies cultural phenomena, as well as the need to tread carefully in the domain of internet humor, where the waters of interpretation can often run deep and murky. Nonetheless, through rigorous data analysis and a lighthearted spirit of inquiry, we aim to shed light on this unanticipated and entertaining convergence of academic achievements and internet whimsy.
Thus, this study takes a whimsical yet rigorous approach to investigating the enigmatic connection between esoteric educational pursuits and the antics of internet meme culture, offering a fresh perspective on the broader interplay between academia and the ever-evolving landscape of online humor. In doing so, we hope to highlight the intriguing, and at times delightfully absurd, ways in which academic pursuits and internet culture interact, and perhaps even uncover clues to the mysteries of their improbable interplay.
Model: gpt-3.5-turbo-1106
System prompt: You are a dry but witty academic researcher. You speak in the passive voice, and your writing sounds like it belongs in a medical or economics journal.You draft a literature review section of an academic research paper, that starts out dry for the first few sentences but then becomes hilarious and goofy.
User prompt:
Pretend you are an academic researcher. Your writing sounds like it belongs in a medical or economics journal. However, you frequently crack jokes, make puns, or add unexpected twists in your writing.
Please make up a literature review section of an academic research paper presenting the findings of the connection between Master's degrees awarded in Education and Popularity of the 'bad luck brian' meme. Make it seem dry like academic research paper, but with lots of subtle hidden offhand remarks, jokes, goofy observations, and puns.
Speak in the present tense for this section (the authors find...), as is common in academic research paper literature reviews. Name the sources in a format similar to this: In "Book," the authors find lorem and ipsum.
Make up the lorem and ipsum part, but make it sound related to the topic at hand.
Start by naming serious-sounding studies by authors like Smith, Doe, and Jones - but then quickly devolve. Name some real non-fiction books that would be related to the topic. Then name some real fiction books that sound like they could be related. Then you might move on to cartoons and children's shows that you watched for research.
Here is the title and abstract of the paper:
[[TITLE]]
The Master's Meme: Exploring the Connection Between Education Degrees and 'Bad Luck Brian' Popularity
[[ABSTRACT]]
This study examines the curiously strong association between the number of Master's degrees awarded in Education and the popularity of the 'bad luck brian' internet meme. Utilizing data from the National Center for Education Statistics and Google Trends, we calculated a correlation coefficient of 0.9488538 and observed a statistically significant relationship (p < 0.01) from 2012 to 2021. While the precise mechanisms underlying this link remain enigmatic, our findings suggest a compelling yet unconventional relationship between academic achievements in the field of Education and the propagation of internet humor. This research sheds light on the often unpredictable and amusing intersections of educational attainment and online cultural phenomena, offering thought-provoking insights into the peculiar ways in which academic pursuits and meme culture may intersect.
-------
And here is the introduction section that led to this literature review:
[[INTRODUCTION]]
INTRODUCTION
The relationship between academic accomplishments and cultural phenomena has long been a subject of scholarly inquiry. The interplay between educational attainment and the propagation of internet humor, in particular, presents an intriguing and often overlooked avenue for investigation. In this study, we delve into the unexpected correlation between the number of Master's degrees awarded in Education and the ubiquity of the 'bad luck brian' meme, a staple of online humor known for its comically unfortunate occurrences.
While the propagation of memes and the pursuit of higher education may at first blush seem unrelated, statistical analysis reveals a close connection between these seemingly disparate domains. The proliferation of spin-offs, remixes, and variations of the 'bad luck brian' meme over the years has mirrored, with surprising fidelity, the trajectory of Master's degrees awarded in the field of Education. It is as if the irony-laden misfortune of 'bad luck brian' finds an unexpected echo in the pursuit of advanced study in Education, creating a curious duality that bears further investigation.
As with any scientific inquiry, the pursuit of understanding the relationship between Master's degrees in Education and meme popularity is not without its challenges and potential pitfalls. It is important to acknowledge the complexities inherent in parsing the intricate web of causality that underlies cultural phenomena, as well as the need to tread carefully in the domain of internet humor, where the waters of interpretation can often run deep and murky. Nonetheless, through rigorous data analysis and a lighthearted spirit of inquiry, we aim to shed light on this unanticipated and entertaining convergence of academic achievements and internet whimsy.
Thus, this study takes a whimsical yet rigorous approach to investigating the enigmatic connection between esoteric educational pursuits and the antics of internet meme culture, offering a fresh perspective on the broader interplay between academia and the ever-evolving landscape of online humor. In doing so, we hope to highlight the intriguing, and at times delightfully absurd, ways in which academic pursuits and internet culture interact, and perhaps even uncover clues to the mysteries of their improbable interplay.
-------
Your response should start like this:
[[LITERATURE REVIEW]]
ChatGPT:
[[LITERATURE REVIEW]]
The nexus of educational attainment and internet culture has garnered increasing attention within the scholarly community in recent years. Smith et al. (2015) investigated the influence of academic degrees on online humor and found a positive correlation between individuals with advanced degrees and their likelihood of engaging in meme creation and dissemination. However, as we delve into the specific domain of Master's degrees awarded in Education, the literature at large remains relatively silent on the subject. Nonetheless, the integration of academic achievements in Education with the propagation of internet memes represents a compelling and relatively unexplored area of inquiry.
Turning our attention to related literature, Doe and Jones (2018) offered a nuanced exploration of the psychological underpinnings of humor appreciation and found that individuals with higher levels of education tend to exhibit an increased affinity for dark and ironic forms of humor. This finding piques our interest, as the 'bad luck brian' meme is well-known for its darkly humorous and unfortunate anecdotes. Yet, the direct link between this particular brand of humor and the field of Education remains elusive.
In "Book" (2020), the authors delve into the peculiar intersections of academic pursuits and pop culture, acknowledging the potential for unexpected correlations between ostensibly unrelated domains. This perspective provides a valuable framework for approaching the enigmatic connection between Master's degrees awarded in Education and the rise of the 'bad luck brian' meme.
Expanding our exploration to encompass non-fiction works, "Educational Escapades" (2017) by Smithson and "Memes and Minds" (2019) by Johnson offer insightful perspectives on the interplay between education and contemporary cultural phenomena. While these works do not directly address the specific correlation under investigation, they lay a foundation for considering the whimsical and often unpredictable ways in which educational pursuits and internet culture may intersect.
In a more whimsical departure from the conventional literature, the fiction works "Meme Mastery" (Fictitious, 2020) and "Education and Misadventures" (Fictitious, 2018) provide fictionalized accounts that playfully blur the boundaries between academic pursuits and meme-centric escapades. While these literary endeavors are not grounded in empirical evidence, they offer a lighthearted lens through which to contemplate the unexpected potential for Master's degrees in Education to intersect with the internet phenomenon of 'bad luck brian.'
As we navigate the landscape of popular culture, an unexpected yet enlightening source of insight emerges in the form of children's television programming. The emphasis on perseverance and resilience in the face of adversity in shows such as "Silly School Adventures" and "Meme Munchkins" (2016-2020) offers a refreshingly playful perspective that resonates with the comically unfortunate spirit embodied by the 'bad luck brian' meme. These unorthodox sources contribute to a nuanced understanding of the intersection between educational pursuits and the propagation of internet humor, underscoring the multifaceted nature of the enigmatic relationship under investigation.
In summary, while the existing literature provides valuable context for exploring the connection between Master's degrees awarded in Education and the popularity of the 'bad luck brian' meme, a comprehensive understanding of this curious relationship necessitates a concerted effort to bridge the realms of academia and internet culture. This literature review sets the stage for our investigation into the unorthodox yet captivating interplay of academic achievements in Education with the lighthearted whimsy of online meme culture.
Model: gpt-3.5-turbo-1106
System prompt: You are a dry but witty academic researcher. You speak in the passive voice, and your writing sounds like it belongs in a medical or economics journal.You draft the methodology section of an academic research paper.
User prompt:
Pretend you are an academic researcher. Your writing sounds like it belongs in a medical or economics journal. However, you frequently crack jokes, make puns, or add unexpected twists in your writing.
Please make up the methodology section of an academic research paper presenting the findings of the connection between Master's degrees awarded in Education and Popularity of the 'bad luck brian' meme. Make it seem dry like academic research paper, but with lots of subtle hidden offhand remarks, jokes, goofy observations, and puns. Sneak in some jokes and clever puns about science, research, statistics, and the variables.
Your research team collected data from all across the internet, but mostly just used information from National Center for Education Statistics and Google Trends . 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 Master's Meme: Exploring the Connection Between Education Degrees and 'Bad Luck Brian' Popularity
[[ABSTRACT]]
This study examines the curiously strong association between the number of Master's degrees awarded in Education and the popularity of the 'bad luck brian' internet meme. Utilizing data from the National Center for Education Statistics and Google Trends, we calculated a correlation coefficient of 0.9488538 and observed a statistically significant relationship (p < 0.01) from 2012 to 2021. While the precise mechanisms underlying this link remain enigmatic, our findings suggest a compelling yet unconventional relationship between academic achievements in the field of Education and the propagation of internet humor. This research sheds light on the often unpredictable and amusing intersections of educational attainment and online cultural phenomena, offering thought-provoking insights into the peculiar ways in which academic pursuits and meme culture may intersect.
[[INTRODUCTION]]
INTRODUCTION
The relationship between academic accomplishments and cultural phenomena has long been a subject of scholarly inquiry. The interplay between educational attainment and the propagation of internet humor, in particular, presents an intriguing and often overlooked avenue for investigation. In this study, we delve into the unexpected correlation between the number of Master's degrees awarded in Education and the ubiquity of the 'bad luck brian' meme, a staple of online humor known for its comically unfortunate occurrences.
While the propagation of memes and the pursuit of higher education may at first blush seem unrelated, statistical analysis reveals a close connection between these seemingly disparate domains. The proliferation of spin-offs, remixes, and variations of the 'bad luck brian' meme over the years has mirrored, with surprising fidelity, the trajectory of Master's degrees awarded in the field of Education. It is as if the irony-laden misfortune of 'bad luck brian' finds an unexpected echo in the pursuit of advanced study in Education, creating a curious duality that bears further investigation.
As with any scientific inquiry, the pursuit of understanding the relationship between Master's degrees in Education and meme popularity is not without its challenges and potential pitfalls. It is important to acknowledge the complexities inherent in parsing the intricate web of causality that underlies cultural phenomena, as well as the need to tread carefully in the domain of internet humor, where the waters of interpretation can often run deep and murky. Nonetheless, through rigorous data analysis and a lighthearted spirit of inquiry, we aim to shed light on this unanticipated and entertaining convergence of academic achievements and internet whimsy.
Thus, this study takes a whimsical yet rigorous approach to investigating the enigmatic connection between esoteric educational pursuits and the antics of internet meme culture, offering a fresh perspective on the broader interplay between academia and the ever-evolving landscape of online humor. In doing so, we hope to highlight the intriguing, and at times delightfully absurd, ways in which academic pursuits and internet culture interact, and perhaps even uncover clues to the mysteries of their improbable interplay.
-------
Your response should start like this:
[[METHODOLOGY]]
ChatGPT:
[[METHODOLOGY]]
Data Collection:
The data for this study was collected from two main sources: the National Center for Education Statistics, providing information on the number of Master's degrees awarded in the field of Education from 2012 to 2021, and Google Trends, offering insights into the relative search interest for the 'bad luck brian' meme over the same period. The decision to use data from these sources was based on their widespread availability and, let's face it, our inability to resist the allure of Google Trends and its tantalizing glimpse into the ebb and flow of internet fads.
Data Analysis:
To investigate the connection between Master's degrees in Education and the popularity of the 'bad luck brian' meme, a correlation analysis was performed. The correlation coefficient was calculated using statistical software that we choose not to name, for dramatic effect, though its name rhymes with "papyrus." This analysis allowed us to quantitatively assess the strength and direction of the relationship between these seemingly incongruous variables, producing a coefficient that was, much like the unfolding of a meme's humor, both surprising and unanticipated.
Statistical Significance:
In addition to calculating the correlation coefficient, a p-value was determined to assess the statistical significance of the observed relationship. The p-value was set at a level of 0.01, reflecting our commitment to only accepting novel and provocative findings (or, at a stretch, findings that could be considered statistically significant according to conventional criteria).
Limitations:
While the data analysis provided valuable insights into the association between Master's degrees in Education and 'bad luck brian' meme popularity, it is important to acknowledge the limitations of this study. The observational nature of the data precludes any claims of causality, as we can only infer that these variables move in tandem, much like a synchronized meme dance routine. Furthermore, the use of Google Trends data as a measure of meme popularity does not capture the entire spectrum of internet platforms and communities where 'bad luck brian' may have reared his head, leaving some aspects of his digital popularity shrouded in mystery, like a meme enigma waiting to be unraveled.
Ethical Considerations:
In conducting this research, we remained steadfast in our commitment to ethical principles, treating all data with the utmost respect and protecting the anonymity of all internet denizens, including 'bad luck brian' himself. Moreover, we acknowledge the potential impact of our findings on the delicate balance of academia and meme culture, presenting our results with the gravity and levity they so richly deserve.
Interdisciplinary Approach:
The multidisciplinary nature of this study reflects the intersection of education, psychology, and digital culture, reminding us that even the most unexpected connections can yield valuable insights. While the relationship observed between Master's degrees in Education and the 'bad luck brian' meme may initially seem whimsical, our rigorous methodology and analytical approach enable us to present our findings with academic rigor, all while embracing the enjoyable absurdity of this scholarly pursuit.
Model: gpt-3.5-turbo-1106
System prompt: You are a dry but witty academic researcher. You speak in the passive voice, and your writing sounds like it belongs in a medical or economics journal.You draft the results section of an academic research paper. You speak in the past tense (you found...).
User prompt:
Pretend you are an academic researcher. Your writing sounds like it belongs in a medical or economics journal. However, you frequently crack jokes, make puns, or add unexpected twists in your writing.
Please make up the results section of an academic research paper presenting the findings of the connection between Master's degrees awarded in Education and Popularity of the 'bad luck brian' meme. Make it seem dry like academic research paper, but with lots of subtle hidden offhand remarks, jokes, goofy observations, and puns. Sneak in some jokes and clever puns about science, research, statistics, and the variables.
Your research team collected data from all across the internet, but mostly just used information from National Center for Education Statistics and Google Trends .
For the time period 2012 to 2021, you found a correlation 0.9488538, r-squared of 0.9003234, 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 Master's Meme: Exploring the Connection Between Education Degrees and 'Bad Luck Brian' Popularity
[[ABSTRACT]]
This study examines the curiously strong association between the number of Master's degrees awarded in Education and the popularity of the 'bad luck brian' internet meme. Utilizing data from the National Center for Education Statistics and Google Trends, we calculated a correlation coefficient of 0.9488538 and observed a statistically significant relationship (p < 0.01) from 2012 to 2021. While the precise mechanisms underlying this link remain enigmatic, our findings suggest a compelling yet unconventional relationship between academic achievements in the field of Education and the propagation of internet humor. This research sheds light on the often unpredictable and amusing intersections of educational attainment and online cultural phenomena, offering thought-provoking insights into the peculiar ways in which academic pursuits and meme culture may intersect.
-------
And here is the methodology section that led to this result:
[[METHODOLOGY]]
INTRODUCTION
The relationship between academic accomplishments and cultural phenomena has long been a subject of scholarly inquiry. The interplay between educational attainment and the propagation of internet humor, in particular, presents an intriguing and often overlooked avenue for investigation. In this study, we delve into the unexpected correlation between the number of Master's degrees awarded in Education and the ubiquity of the 'bad luck brian' meme, a staple of online humor known for its comically unfortunate occurrences.
While the propagation of memes and the pursuit of higher education may at first blush seem unrelated, statistical analysis reveals a close connection between these seemingly disparate domains. The proliferation of spin-offs, remixes, and variations of the 'bad luck brian' meme over the years has mirrored, with surprising fidelity, the trajectory of Master's degrees awarded in the field of Education. It is as if the irony-laden misfortune of 'bad luck brian' finds an unexpected echo in the pursuit of advanced study in Education, creating a curious duality that bears further investigation.
As with any scientific inquiry, the pursuit of understanding the relationship between Master's degrees in Education and meme popularity is not without its challenges and potential pitfalls. It is important to acknowledge the complexities inherent in parsing the intricate web of causality that underlies cultural phenomena, as well as the need to tread carefully in the domain of internet humor, where the waters of interpretation can often run deep and murky. Nonetheless, through rigorous data analysis and a lighthearted spirit of inquiry, we aim to shed light on this unanticipated and entertaining convergence of academic achievements and internet whimsy.
Thus, this study takes a whimsical yet rigorous approach to investigating the enigmatic connection between esoteric educational pursuits and the antics of internet meme culture, offering a fresh perspective on the broader interplay between academia and the ever-evolving landscape of online humor. In doing so, we hope to highlight the intriguing, and at times delightfully absurd, ways in which academic pursuits and internet culture interact, and perhaps even uncover clues to the mysteries of their improbable interplay.
-------
Your response should start like this:
[[RESULTS]]
ChatGPT:
[[RESULTS]]
The statistical analysis of the data revealed a strikingly strong positive correlation between the number of Master's degrees awarded in Education and the prevalence of the 'bad luck brian' meme. The correlation coefficient of 0.9488538 indicates a robust relationship between these seemingly unrelated variables. Furthermore, the r-squared value of 0.9003234 suggests that approximately 90.03% of the variability in the popularity of the meme can be explained by the number of Master's degrees awarded in the field of Education. These findings were accompanied by a p-value of less than 0.01, signifying a statistically significant association.
Figure 1 depicts the scatterplot showcasing the notable relationship between the two variables. The data points form a clear upward trend, emphasizing the co-movement of Master's degrees awarded in Education and the dissemination of the 'bad luck brian' meme across the expanse of the internet.
These results, while unexpected, offer a whimsical lens through which to view the intersection of educational achievements and internet meme culture. The strength of the correlation raises intriguing questions about the potential influence of academic pursuits on the propagation of online humor, prompting further exploration into this curious symbiosis of seemingly disparate domains. The robustness of the statistical relationship, coupled with the tongue-in-cheek nature of the meme, invites both scholarly reflection and lighthearted amusement, embodying the delightful enigma of academic research at its most unexpected junctures.
Model: gpt-3.5-turbo-1106
System prompt: You are a dry but witty academic researcher. You speak in the passive voice, and your writing sounds like it belongs in a medical or economics journal.You draft the discussion section of an academic research paper.
User prompt:
Pretend you are an academic researcher. Your writing sounds like it belongs in a medical or economics journal. However, you frequently crack jokes, make puns, or add unexpected twists in your writing.
Please make up the discussion section of an academic research paper presenting the findings of the connection between Master's degrees awarded in Education and Popularity of the 'bad luck brian' meme. Make it seem dry like academic research paper, but with lots of subtle hidden offhand remarks, jokes, goofy observations, and puns. Sneak in some jokes and clever puns about science, research, statistics, and the variables.
Limit your response to 500 tokens.
Here are the title, abstract, literature review, and results sections. Please harken back to 1-2 of the goofy items in the literature review, but pretend to take them completely seriously. Discuss how your results supported the prior research.
Do not write a conclusion. I will add a conclusion after this.
[[TITLE]]
The Master's Meme: Exploring the Connection Between Education Degrees and 'Bad Luck Brian' Popularity
[[ABSTRACT]]
This study examines the curiously strong association between the number of Master's degrees awarded in Education and the popularity of the 'bad luck brian' internet meme. Utilizing data from the National Center for Education Statistics and Google Trends, we calculated a correlation coefficient of 0.9488538 and observed a statistically significant relationship (p < 0.01) from 2012 to 2021. While the precise mechanisms underlying this link remain enigmatic, our findings suggest a compelling yet unconventional relationship between academic achievements in the field of Education and the propagation of internet humor. This research sheds light on the often unpredictable and amusing intersections of educational attainment and online cultural phenomena, offering thought-provoking insights into the peculiar ways in which academic pursuits and meme culture may intersect.
[[LITERATURE REVIEW]]
The nexus of educational attainment and internet culture has garnered increasing attention within the scholarly community in recent years. Smith et al. (2015) investigated the influence of academic degrees on online humor and found a positive correlation between individuals with advanced degrees and their likelihood of engaging in meme creation and dissemination. However, as we delve into the specific domain of Master's degrees awarded in Education, the literature at large remains relatively silent on the subject. Nonetheless, the integration of academic achievements in Education with the propagation of internet memes represents a compelling and relatively unexplored area of inquiry.
Turning our attention to related literature, Doe and Jones (2018) offered a nuanced exploration of the psychological underpinnings of humor appreciation and found that individuals with higher levels of education tend to exhibit an increased affinity for dark and ironic forms of humor. This finding piques our interest, as the 'bad luck brian' meme is well-known for its darkly humorous and unfortunate anecdotes. Yet, the direct link between this particular brand of humor and the field of Education remains elusive.
In "Book" (2020), the authors delve into the peculiar intersections of academic pursuits and pop culture, acknowledging the potential for unexpected correlations between ostensibly unrelated domains. This perspective provides a valuable framework for approaching the enigmatic connection between Master's degrees awarded in Education and the rise of the 'bad luck brian' meme.
Expanding our exploration to encompass non-fiction works, "Educational Escapades" (2017) by Smithson and "Memes and Minds" (2019) by Johnson offer insightful perspectives on the interplay between education and contemporary cultural phenomena. While these works do not directly address the specific correlation under investigation, they lay a foundation for considering the whimsical and often unpredictable ways in which educational pursuits and internet culture may intersect.
In a more whimsical departure from the conventional literature, the fiction works "Meme Mastery" (Fictitious, 2020) and "Education and Misadventures" (Fictitious, 2018) provide fictionalized accounts that playfully blur the boundaries between academic pursuits and meme-centric escapades. While these literary endeavors are not grounded in empirical evidence, they offer a lighthearted lens through which to contemplate the unexpected potential for Master's degrees in Education to intersect with the internet phenomenon of 'bad luck brian.'
As we navigate the landscape of popular culture, an unexpected yet enlightening source of insight emerges in the form of children's television programming. The emphasis on perseverance and resilience in the face of adversity in shows such as "Silly School Adventures" and "Meme Munchkins" (2016-2020) offers a refreshingly playful perspective that resonates with the comically unfortunate spirit embodied by the 'bad luck brian' meme. These unorthodox sources contribute to a nuanced understanding of the intersection between educational pursuits and the propagation of internet humor, underscoring the multifaceted nature of the enigmatic relationship under investigation.
In summary, while the existing literature provides valuable context for exploring the connection between Master's degrees awarded in Education and the popularity of the 'bad luck brian' meme, a comprehensive understanding of this curious relationship necessitates a concerted effort to bridge the realms of academia and internet culture. This literature review sets the stage for our investigation into the unorthodox yet captivating interplay of academic achievements in Education with the lighthearted whimsy of online meme culture.
[[RESULTS]]
The statistical analysis of the data revealed a strikingly strong positive correlation between the number of Master's degrees awarded in Education and the prevalence of the 'bad luck brian' meme. The correlation coefficient of 0.9488538 indicates a robust relationship between these seemingly unrelated variables. Furthermore, the r-squared value of 0.9003234 suggests that approximately 90.03% of the variability in the popularity of the meme can be explained by the number of Master's degrees awarded in the field of Education. These findings were accompanied by a p-value of less than 0.01, signifying a statistically significant association.
Figure 1 depicts the scatterplot showcasing the notable relationship between the two variables. The data points form a clear upward trend, emphasizing the co-movement of Master's degrees awarded in Education and the dissemination of the 'bad luck brian' meme across the expanse of the internet.
These results, while unexpected, offer a whimsical lens through which to view the intersection of educational achievements and internet meme culture. The strength of the correlation raises intriguing questions about the potential influence of academic pursuits on the propagation of online humor, prompting further exploration into this curious symbiosis of seemingly disparate domains. The robustness of the statistical relationship, coupled with the tongue-in-cheek nature of the meme, invites both scholarly reflection and lighthearted amusement, embodying the delightful enigma of academic research at its most unexpected junctures.
-------
Your response should start like this:
[[DISCUSSION]]
ChatGPT:
[[DISCUSSION]]
The present study offers a tongue-in-cheek yet empirically robust exploration of the perplexing relationship between the number of Master's degrees awarded in Education and the prevalence of the 'bad luck brian' meme. The results of our analysis, which illuminated a remarkably strong positive correlation, serve as a whimsical yet thought-provoking addition to the scholarly discourse on the intersection of academic achievement and internet humor.
Our findings align with prior research by Smith et al. (2015), affirming the notion that academic degrees, including Master's degrees, wield an uncannily influential presence in the realm of internet meme creation and propagation. Furthermore, the work of Doe and Jones (2018) provided a theoretical framework for interpreting our results, where individuals with advanced education exhibit a proclivity for dark and ironic humor, implicitly acknowledging the allure of 'bad luck brian's' chronicles of comic misfortune to this erudite audience.
Echoing the suppositions outlined by "Book" (2020), our study underscores the serendipitous nature of the correlations that can manifest between ostensibly unrelated domains. This peculiar concordance between educational pursuits and the dissemination of the 'bad luck brian' meme exemplifies the unexpected whimsy that can arise amidst the rigors of quantitative analysis.
Notably, the literature review also prompted a multidimensional inquiry by invoking children's television programming as a quirky yet insightful source of theoretical underpinning. The resilient spirit showcased in these shows resonates with the sprite of 'bad luck brian,' providing a refreshingly whimsical lens through which to discern the complex interplay between academic achievements and the propagation of internet humor.
While the precise mechanisms driving this intriguing relationship remain shrouded in enigma, the statistical robustness of our findings indicates a compelling yet surreptitious bond between Master's degrees awarded in Education and the expanse of 'bad luck brian's' internet presence. The preponderance of evidence supports the notion that the propagation of humorous misfortune, as epitomized by the 'bad luck brian' meme, exhibits a striking affinity with the realm of academic accomplishments in Education. The affable confluence of these ostensibly unrelated spheres encapsulates the delightful whimsy at the heart of seemingly incongruous research inquiries.
Model: gpt-3.5-turbo-1106
System prompt: You are a dry but witty academic researcher. You speak in the passive voice, and your writing sounds like it belongs in a medical or economics journal.You draft the discussion section of goofy academic research papers that sounds like it belongs based on the title and abstract provided.
User prompt:
Pretend you are an academic researcher. Your writing sounds like it belongs in a medical or economics journal. However, you frequently crack jokes, make puns, or add unexpected twists in your writing.
Please make up a short conclusion of an academic research paper presenting the findings of the connection between Master's degrees awarded in Education and Popularity of the 'bad luck brian' meme. Make it seem dry like academic research paper, but with lots of subtle hidden offhand remarks, jokes, goofy observations, and puns. Sneak in some jokes and clever puns about science, research, statistics, and the variables.
Limit your response to 300 tokens. At the very end, assert that no more research is needed in this area.
Here are the title, abstract, introduction, and results sections.
[[TITLE]]
The Master's Meme: Exploring the Connection Between Education Degrees and 'Bad Luck Brian' Popularity
[[ABSTRACT]]
This study examines the curiously strong association between the number of Master's degrees awarded in Education and the popularity of the 'bad luck brian' internet meme. Utilizing data from the National Center for Education Statistics and Google Trends, we calculated a correlation coefficient of 0.9488538 and observed a statistically significant relationship (p < 0.01) from 2012 to 2021. While the precise mechanisms underlying this link remain enigmatic, our findings suggest a compelling yet unconventional relationship between academic achievements in the field of Education and the propagation of internet humor. This research sheds light on the often unpredictable and amusing intersections of educational attainment and online cultural phenomena, offering thought-provoking insights into the peculiar ways in which academic pursuits and meme culture may intersect.
[[INTRDUCTION]]
INTRODUCTION
The relationship between academic accomplishments and cultural phenomena has long been a subject of scholarly inquiry. The interplay between educational attainment and the propagation of internet humor, in particular, presents an intriguing and often overlooked avenue for investigation. In this study, we delve into the unexpected correlation between the number of Master's degrees awarded in Education and the ubiquity of the 'bad luck brian' meme, a staple of online humor known for its comically unfortunate occurrences.
While the propagation of memes and the pursuit of higher education may at first blush seem unrelated, statistical analysis reveals a close connection between these seemingly disparate domains. The proliferation of spin-offs, remixes, and variations of the 'bad luck brian' meme over the years has mirrored, with surprising fidelity, the trajectory of Master's degrees awarded in the field of Education. It is as if the irony-laden misfortune of 'bad luck brian' finds an unexpected echo in the pursuit of advanced study in Education, creating a curious duality that bears further investigation.
As with any scientific inquiry, the pursuit of understanding the relationship between Master's degrees in Education and meme popularity is not without its challenges and potential pitfalls. It is important to acknowledge the complexities inherent in parsing the intricate web of causality that underlies cultural phenomena, as well as the need to tread carefully in the domain of internet humor, where the waters of interpretation can often run deep and murky. Nonetheless, through rigorous data analysis and a lighthearted spirit of inquiry, we aim to shed light on this unanticipated and entertaining convergence of academic achievements and internet whimsy.
Thus, this study takes a whimsical yet rigorous approach to investigating the enigmatic connection between esoteric educational pursuits and the antics of internet meme culture, offering a fresh perspective on the broader interplay between academia and the ever-evolving landscape of online humor. In doing so, we hope to highlight the intriguing, and at times delightfully absurd, ways in which academic pursuits and internet culture interact, and perhaps even uncover clues to the mysteries of their improbable interplay.
[[RESULTS]]
The statistical analysis of the data revealed a strikingly strong positive correlation between the number of Master's degrees awarded in Education and the prevalence of the 'bad luck brian' meme. The correlation coefficient of 0.9488538 indicates a robust relationship between these seemingly unrelated variables. Furthermore, the r-squared value of 0.9003234 suggests that approximately 90.03% of the variability in the popularity of the meme can be explained by the number of Master's degrees awarded in the field of Education. These findings were accompanied by a p-value of less than 0.01, signifying a statistically significant association.
Figure 1 depicts the scatterplot showcasing the notable relationship between the two variables. The data points form a clear upward trend, emphasizing the co-movement of Master's degrees awarded in Education and the dissemination of the 'bad luck brian' meme across the expanse of the internet.
These results, while unexpected, offer a whimsical lens through which to view the intersection of educational achievements and internet meme culture. The strength of the correlation raises intriguing questions about the potential influence of academic pursuits on the propagation of online humor, prompting further exploration into this curious symbiosis of seemingly disparate domains. The robustness of the statistical relationship, coupled with the tongue-in-cheek nature of the meme, invites both scholarly reflection and lighthearted amusement, embodying the delightful enigma of academic research at its most unexpected junctures.
-------
Your response should start like this:
[[CONCLUSION]]
ChatGPT:
[[CONCLUSION]]
In conclusion, our study has uncovered a peculiar and surprisingly robust correlation between the number of Master's degrees awarded in Education and the prevalence of the 'bad luck brian' meme. The statistical analysis yielded a correlation coefficient of 0.9488538, showcasing a stronger bond than some sitcom couples! The results, while initially bewildering, lend credence to the notion that academia and internet humor may share an unanticipated kinship, akin to the uncanny resemblance between distant relatives at a family reunion.
The implications of this connection are as intriguing as a riddle wrapped in a mystery inside an enigma, particularly for those ensconced in the hallowed halls of educational pursuit. Perhaps the misfortunes of 'bad luck brian' strike a chord with the trials and tribulations of scholarly endeavors, or maybe educators find solace in the relatable absurdity of the meme. The parallels and paradoxes abound, much like an engaging game of wordplay in a comedy club.
While our investigation has shed light on this whimsical correlation, it remains imperative to exercise caution in drawing causal inferences or leaping to conclusions that are as tenuous as a meme's fleeting moment of virality. The temptation to extrapolate beyond the bounds of our data should be resisted, as the interplay between academic attainments and internet culture is as multifaceted as a crystal with a kaleidoscope of facets.
In light of our findings, it is our recommendation that no further research is necessary in this domain. This study serves as a lighthearted yet illuminating foray into the capricious interplay of academia and online hilarity, delivering a salient message as clear as a dad joke at a science fair: sometimes, the most unexpected correlations yield the most delightful insights.
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 Master's Meme: Exploring the Connection Between Education Degrees and 'Bad Luck Brian' Popularity. Respond only with the name of a fictional academic journal.
ChatGPT:
The Journal of Humorous Education Studies
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 Master's Meme: Exploring the Connection Between Education Degrees and 'Bad Luck Brian' Popularity. Respond only with the name of a fictional organization.
ChatGPT:
The Society for Educational Memetics Research
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 Master's Meme: Exploring the Connection Between Education Degrees and 'Bad Luck Brian' Popularity with an abstract of This study examines the curiously strong association between the number of Master's degrees awarded in Education and the popularity of the 'bad luck brian' internet meme. Utilizing data from the National Center for Education Statistics and Google Trends, we calculated a correlation coefficient of 0.9488538 and observed a statistically significant relationship (p < 0.01) from 2012 to 2021. While the precise mechanisms underlying this link remain enigmatic, our findings suggest a compelling yet unconventional relationship between academic achievements in the field of Education and the propagation of internet humor. This research sheds light on the often unpredictable and amusing intersections of educational attainment and online cultural phenomena, offering thought-provoking insights into the peculiar ways in which academic pursuits and meme culture may intersect.
ChatGPT:
Master's degrees, Education degrees, 'bad luck brian', internet meme, National Center for Education Statistics, Google Trends, correlation coefficient, education achievements, academic pursuits, meme culture, online cultural phenomena
*There is a bunch of Python happening behind the scenes to turn this prompt sequence into a PDF.
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Data details
Master's degrees awarded in EducationDetailed data title: Master's degrees conferred by postsecondary institutions in Education
Source: National Center for Education Statistics
See what else correlates with Master's degrees awarded in Education
Popularity of the 'bad luck brian' meme
Detailed data title: Relative volume of Google searches for 'bad luck brian' (without quotes, in the United States)
Source: Google Trends
Additional Info: Relative search volume is a unique Google thing; the shape of the chart is accurate but the actual numbers are meaningless.
See what else correlates with Popularity of the 'bad luck brian' meme
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 = 0.9003234 (Coefficient of determination)
This means 90% of the change in the one variable (i.e., Popularity of the 'bad luck brian' meme) is predictable based on the change in the other (i.e., Master's degrees awarded in Education) over the 10 years from 2012 through 2021.
p < 0.01, which is statistically significant(Null hypothesis significance test)
The p-value is 2.8E-5. 0.0000281400892454205800000000
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 0.95 in 0.0028% of random cases. Said differently, if you correlated 35,536 random variables You don't actually need 35 thousand variables to find a correlation like this one. You can also correlate variables that are not independent. I do this a lot.
p-value calculations are useful for understanding the probability of a result happening by chance. They are most useful when used to highlight the risk of a fluke outcome. For example, if you calculate a p-value of 0.30, the risk that the result is a fluke is high. It is good to know that! But there are lots of ways to get a p-value of less than 0.01, as evidenced by this project.
Just to be clear: I'm being completely transparent about the calculations. There is no math trickery. This is just how statistics shakes out when you calculate hundreds of millions of random correlations.
with the same 9 degrees of freedom, 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.
[ 0.79, 0.99 ] 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.
2012 | 2013 | 2014 | 2015 | 2016 | 2017 | 2018 | 2019 | 2020 | 2021 | |
Master's degrees awarded in Education (Degrees awarded) | 179047 | 164652 | 154655 | 146581 | 145792 | 145624 | 146368 | 146429 | 146989 | 153756 |
Popularity of the 'bad luck brian' meme (Relative popularity) | 65.9 | 32.5 | 12.9167 | 10.1667 | 7.08333 | 5.16667 | 6.16667 | 3.25 | 2.16667 | 1.58333 |
Why this works
- 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.
- 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. - 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. - 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([179047,164652,154655,146581,145792,145624,146368,146429,146989,153756,])
array_2 = np.array([65.9,32.5,12.9167,10.1667,7.08333,5.16667,6.16667,3.25,2.16667,1.58333,])
array_1_name = "Master's degrees awarded in Education"
array_2_name = "Popularity of the 'bad luck brian' meme"
# Perform the calculation
print(f"Calculating the correlation between {array_1_name} and {array_2_name}...")
correlation, r_squared, p_value = calculate_correlation(array_1, array_2)
# Print the results
print("Correlation Coefficient:", correlation)
print("R-squared:", r_squared)
print("P-value:", p_value)
Reuseable content
You may re-use the images on this page for any purpose, even commercial purposes, without asking for permission. The only requirement is that you attribute Tyler Vigen. Attribution can take many different forms. If you leave the "tylervigen.com" link in the image, that satisfies it just fine. If you remove it and move it to a footnote, that's fine too. You can also just write "Charts courtesy of Tyler Vigen" at the bottom of an article.You do not need to attribute "the spurious correlations website," and you don't even need to link here if you don't want to. I don't gain anything from pageviews. There are no ads on this site, there is nothing for sale, and I am not for hire.
For the record, I am just one person. Tyler Vigen, he/him/his. I do have degrees, but they should not go after my name unless you want to annoy my wife. If that is your goal, then go ahead and cite me as "Tyler Vigen, A.A. A.A.S. B.A. J.D." Otherwise it is just "Tyler Vigen."
When spoken, my last name is pronounced "vegan," like I don't eat meat.
Full license details.
For more on re-use permissions, or to get a signed release form, see tylervigen.com/permission.
Download images for these variables:
- High resolution line chart
The image linked here is a Scalable Vector Graphic (SVG). It is the highest resolution that is possible to achieve. It scales up beyond the size of the observable universe without pixelating. You do not need to email me asking if I have a higher resolution image. I do not. The physical limitations of our universe prevent me from providing you with an image that is any higher resolution than this one.
If you insert it into a PowerPoint presentation (a tool well-known for managing things that are the scale of the universe), you can right-click > "Ungroup" or "Create Shape" and then edit the lines and text directly. You can also change the colors this way.
Alternatively you can use a tool like Inkscape. - High resolution line chart, optimized for mobile
- Alternative high resolution line chart
- Scatterplot
- Portable line chart (png)
- Portable line chart (png), optimized for mobile
- Line chart for only Master's degrees awarded in Education
- Line chart for only Popularity of the 'bad luck brian' meme
- AI-generated correlation image
- The spurious research paper: The Master's Meme: Exploring the Connection Between Education Degrees and 'Bad Luck Brian' Popularity
Thanks for being the explorer we needed!
Correlation ID: 5540 · Black Variable ID: 1319 · Red Variable ID: 25105