diff --git a/paper.tex b/paper.tex
index 2730404..826cc1a 100644
--- a/paper.tex
+++ b/paper.tex
@@ -2,6 +2,7 @@
 
 \usepackage{amsmath,amsfonts}
 \usepackage{float}
+\usepackage{titlesec}
 \usepackage{algorithmic}
 \usepackage{algorithm}
 \usepackage{siunitx}
@@ -27,6 +28,32 @@
 
 \hyphenation{op-tical net-works semi-conduc-tor IEEE-Xplore}
 
+%
+%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%
+% Template modifications
+%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%
+%
+
+\titlespacing*{\section}
+{0mm}{3mm}{1mm}
+
+\makeatletter
+\def\@maketitle{%
+    \newpage
+    \null
+    \vspace*{-4mm}
+    \begin{center}%
+        {\Huge \linespread{0.9}\selectfont \@title \par}%
+        {\large
+            \lineskip .5em%
+            \begin{tabular}[t]{c}%
+                \@author
+        \end{tabular}\par}%
+    \end{center}%
+    \vspace*{-8mm}
+}
+\makeatother
+
 %
 %%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%
 % Inputs & Global Options
@@ -64,9 +91,7 @@
 \AtBeginBibliography{\footnotesize}
 
 %
-%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%
-% Title, Header, Footer, etc.
-%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%
+% Custom commands
 %
 
 \newcommand\todo[1]{\textcolor{red}{#1}}
@@ -79,7 +104,8 @@
 
 \begin{document}
 
-\title{The Effect of the Choice of Hydration Strategy on Average Academic
+\title{\vspace{-3mm}The Effect of the Choice of Hydration Strategy on
+    Average Academic
 Performance}
 
 \author{Some concerned fellow students%
@@ -98,11 +124,13 @@ Effect of the Choice of Hydration Strategy on Average Academic Performance}
 %%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%
 %
 
+% \vspace*{-10mm}
+
 \begin{abstract}
     We evaluate the \todo{\ldots} and project that by using the right button of
     the water dispenser to fill up their water bottles, students can potentially
     gain up to \todo{5 minutes} of study time a day, which is equivalent to
-    raising their grades by up to \todo{0.01} levels.
+    raising their grades by up to \todo{0.01} points.
 \end{abstract}
 
 \begin{IEEEkeywords}
@@ -115,7 +143,7 @@ Effect of the Choice of Hydration Strategy on Average Academic Performance}
 %%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%
 %
 
-\vspace*{-1mm}
+\vspace*{-5mm}
 
 %%%%%%%%%%%%%%%%%%%%%%%%%%%
 \section{Introduction}
@@ -161,6 +189,7 @@ for the behavioral measurement $113$ in total.
 \begin{figure}[H]
     \centering
 
+    \vspace*{-4mm}
     \begin{tikzpicture}
         \begin{axis}[
                 width=0.8\columnwidth,
@@ -191,11 +220,25 @@ for the behavioral measurement $113$ in total.
     \caption{Flow rate of the water dispenser depending on the
     hydration strategy.}
     \label{fig:System}
+    \vspace*{-2mm}
 \end{figure}
 
-\begin{figure}
+Fig. \ref{fig:System} shows the results of the system measurement.
+We observe that $S_\text{L}$ is the slowest strategy, while $S_\text{R}$
+and $S_\text{B}$ are similar. Due to the small sample size and the
+unknown distribution, the test we chose to verify this observation is a Mann
+Whitney U test. We found that $S _\text{L}$ is faster than $S_\text{R}$ with a
+significance of $p < 0.0001$, while no significant statement could be made
+about $S_\text{R}$ and $S_\text{B}$.
+Fig. \ref{fig:Behavior} shows the results of the behavioral measurement.
+% During this part of the experiment, we also measured the time each participant
+% needed to fill up their bottle. Using the measured flowrates we calculated
+% the mean refill volume to be $\SI{673.92}{\milli\liter}$.
+
+\begin{figure}[H]
     \centering
 
+    \vspace*{-2mm}
     \begin{tikzpicture}
         \begin{axis}[
                 ybar,
@@ -224,20 +267,8 @@ for the behavioral measurement $113$ in total.
     \label{fig:Behavior}
 \end{figure}
 
-Fig. \ref{fig:System} shows the results of the system measurement.
-We observe that $S_\text{L}$ is the slowest strategy, while $S_\text{R}$
-and $S_\text{B}$ are similar. Due to the small sample size and the
-unknown distribution, the test we chose to verify this observation is a Mann
-Whitney U test. We found that $S _\text{L}$ is faster than $S_\text{R}$ with a
-significance of $p < 0.0001$, while no significant statement could be made
-about $S_\text{R}$ and $S_\text{B}$.
-Fig. \ref{fig:Behavior} shows the results of the behavioral measurement.
-% During this part of the experiment, we also measured the time each participant
-% needed to fill up their bottle. Using the measured flowrates we calculated
-% the mean refill volume to be $\SI{673.92}{\milli\liter}$.
-
 %%%%%%%%%%%%%%%%%%%%%%%%%%%%%
-\section{Discussion}
+\section{Modelling}
 
 We can consider the water dispenser and students as comprising a queueing
 system, specifically an M/G/1 queue \cite{stewart_probability_2009}.
@@ -252,7 +283,8 @@ where $S$ denotes the service time (i.e., the time spent refilling a bottle),
 $\lambda$ the mean arrival time, and $\rho = \lambda \cdot E\mleft\{
 S \mright\}$ the system utilization. Using our
 experimental data we can approximate all parameters and obtain
-\todo{$W \approx 123$}.
+\todo{$W \approx \SI{4}{\second}$}. The difference to always using
+the fastest strategy can be calculated as \todo{$\SI{5}{\second}$}.
 % We examine the effects of the choice of hydration strategy. To
 % this end, we start by estimating the potential time savings possible by always
 % choosing the fastest strategy:%
@@ -290,31 +322,45 @@ experimental data we can approximate all parameters and obtain
 % Using our experimental measurements we estimate $\todo{\Delta t =
 % \SI{20}{\second}}$
 
-Many attempts have been made in the literature to relate the time spent
-studying to academic achievement -  see, e.g.
-\cite{schuman_effort_1985, zulauf_use_1999, michaels_academic_1989,
-dickinson_effect_1990}.
-The overwhelming consensus is that there is a significant relationship,
-though it is a weak one.
+Strangely, it is the consensus of current research that there is only
+a weak relationship between academic performance and invested time
+\cite{plant_why_2005}. Using the highest determined correlation we
+could find, \todo{$\rho = 0.18$ \cite{schuman_effort_1985}}, we
+estimate an upper bound on the possible grade gain of \todo{0.001}.
+
+%%%%%%%%%%%%%%%%%%%%%%%%%%%%%
+\section{Discussion and Conclusion}
+
+Further research is needed to consolidate and expand on the results
+of this paper, e.g., by expanding on the modelling of the arrival
+process or further investigating the relationship between the study
+time and the resulting grade for the target demographic.
+Nevertheless, we believe this study serves as a solid first step
+towards the optimization of the study behaviour of KIT students and
+thus the betterment of society in general.
+
+% Many attempts have been made in the literature to relate
+% the time spent studying to academic achievement -  see, e.g.
+% \cite{schuman_effort_1985, zulauf_use_1999, michaels_academic_1989,
+% dickinson_effect_1990}.
+% The overwhelming consensus is that there is a significant relationship,
+% though it is a weak one.
 %
-\todo{
-    \begin{itemize}
-        \item Compute possible grade gain
-    \end{itemize}}
 %Many of the studies were only performed over
 % a period of one week or even day, so we believe care should be taken when
 % generlizing these results. Nevertheless, the overwhelming consensus in the
 % literature is that a significant relationship exists, though it is a weak one.
 
-%%%%%%%%%%%%%%%%%%%%%%%%%%%%%
-\section{Conclusion}
+% %%%%%%%%%%%%%%%%%%%%%%%%%%%%%
+% \section{Conclusion}
 
-In this study, we investigated how the choice of hydration strategy affects
-the average academic performance. We found that always choosing to
-press the right button leads to an average time gain of \todo{\SI{10}{\second}}
-per day, which translates into a grade improvement of $\todo{0.001}$ levels.
-We thus propose a novel and broadly applicable strategy to boost the average
-academic performance of KIT students: always pressing the right button.
+In this study, we investigated how the choice of hydration strategy
+affects the average academic performance. We found that always
+choosing to press the right button leads to an average time gain of
+\todo{\SI{10}{\second}} \todo{per day}, which translates into a grade
+improvement of $\todo{0.001}$ levels. We thus propose a novel and
+broadly applicable strategy to boost the average academic performance
+of KIT students: always pressing the right button.
 
 % Further research is needed to develop a better model of how the choice of
 % hydration strategy is related to academic performance. We