diff --git a/paper.tex b/paper.tex
index 12d1323..a763311 100644
--- a/paper.tex
+++ b/paper.tex
@@ -36,8 +36,7 @@
 
 % TODO: "The right strategy" pun
 
-\titlespacing*{\section}
-{0mm}{3mm}{1mm}
+\titlespacing*{\section}{0mm}{3mm}{1mm}
 
 \makeatletter
 \def\@maketitle{%
@@ -46,11 +45,11 @@
     \vspace*{-4mm}
     \begin{center}%
         {\Huge \linespread{0.9}\selectfont \@title \par}%
-        {\large
-            \lineskip .5em%
+        {\large \lineskip .5em%
             \begin{tabular}[t]{c}%
                 \@author
-        \end{tabular}\par}%
+            \end{tabular}
+        \par}%
     \end{center}%
     \vspace*{-8mm}
 }
@@ -111,12 +110,12 @@
 Performance}
 
 \author{Some concerned fellow students%
-    \thanks{The authors would like to thank their hard-working peers as well as
-        the staff of the KIT library for their unknowing - but vital -
-participation.}}
+    \thanks{The authors would like to thank their hard-working peers as
+        well as the staff of the KIT library for their unknowing - but vital
+- participation.}}
 
-\markboth{Journal of the Association of KIT Bibliophiles}{The
-Effect of the Choice of Hydration Strategy on Average Academic Performance}
+\markboth{Journal of the Association of KIT Bibliophiles}{The Effect
+of the Choice of Hydration Strategy on Average Academic Performance}
 
 \maketitle
 
@@ -128,10 +127,10 @@ Effect of the Choice of Hydration Strategy on Average Academic Performance}
 
 \begin{abstract}
     We evaluate the relationship between hydration strategy and
-    academic performance and project that by using the right button of
-    the water dispenser to fill up their water bottles, students can potentially
-    gain up to \SI{4.14}{\second} of study time per refill, which is amounts to
-    raising their grades by up to 0.00103 points.
+    academic performance and project that by using the right button
+    of the water dispenser to fill up their water bottles, students
+    can potentially gain up to \SI{4.14}{\second} of study time per
+    refill, which is amounts to raising their grades by up to 0.00103 points.
 \end{abstract}
 
 \begin{IEEEkeywords}
@@ -149,33 +148,35 @@ Effect of the Choice of Hydration Strategy on Average Academic Performance}
 %%%%%%%%%%%%%%%%%%%%%%%%%%%
 \section{Introduction}
 
-\IEEEPARstart{T}{he} concepts of hydration and study have always been tightly
-interwoven. As an example, an investigation was once conducted by Bell Labs
-into the productivity of their employees that found that ``workers with the
-most patents often shared lunch or breakfast with a Bell Labs electrical
-engineer named Harry Nyquist'' \cite{gertner_idea_2012}, and we presume that
-they also paired their food with something to drink. We can see that
-intellectual achievement and fluid consumption are related even for the most
+\IEEEPARstart{T}{he} concepts of hydration and study have always been
+tightly interwoven. As an example, an investigation was once
+conducted by Bell Labs into the productivity of their employees that
+found that ``workers with the most patents often shared lunch or
+breakfast with a Bell Labs electrical engineer named Harry Nyquist''
+\cite{gertner_idea_2012}, and we presume that they also paired their
+food with something to drink. We can see that intellectual
+achievement and fluid consumption are related even for the most
 prestigious research institutions.
 
-In this work, we quantify this relationship in the context of studying at the
-KIT library and subsequently develop a novel and broadly applicable strategy
-to leverage it to improve the academic performance of KIT students.
+In this work, we quantify this relationship in the context of
+studying at the KIT library and subsequently develop a novel and
+broadly applicable strategy to leverage it to improve the academic
+performance of KIT students.
 
 %%%%%%%%%%%%%%%%%%%%%%%%%%%%%
 \section{Experimental Setup}
 
-Over a period of one week, we monitored the usage of the water dispenser
-on the ground floor of the KIT library at random times during the day.
-The experiment comprised two parts, a system measurement to determine the
-flowrate of the water dispenser, and a behavioural measurement, i.e.,
-a recording
-of the choice of hydration strategy of the participants: $S_\text{L}$ denotes
-pressing the left button of the water dispenser, $S_\text{R}$ the right one,
-and $S_\text{B}$ pressing both buttons.
+Over a period of one week, we monitored the usage of the water
+dispenser on the ground floor of the KIT library at random times
+during the day. The experiment comprised two parts, a system
+measurement to determine the flowrate of the water dispenser, and a
+behavioural measurement, i.e., a recording of the choice of hydration
+strategy of the participants: $S_\text{L}$ denotes pressing the left
+button of the water dispenser, $S_\text{R}$ the right one, and
+$S_\text{B}$ pressing both buttons.
 
-For the system measurement $10$ datapoints were recorded for each strategy,
-for the behavioural measurement $113$ in total.
+For the system measurement $10$ datapoints were recorded for each
+strategy, for the behavioural measurement $113$ in total.
 
 %%%%%%%%%%%%%%%%%%%%%%%%%%%%%
 \section{Experimental Results}
@@ -217,14 +218,15 @@ for the behavioural measurement $113$ in total.
     \vspace*{-2mm}
 \end{figure}
 
-Fig. \ref{fig:System} shows the results of the system measurement.
-We observe that $S_\text{L}$ is the slowest strategy, while $S_\text{R}$
+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 behavioural measurement.
+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
+behavioural measurement.
 
 \begin{figure}[H]
     \centering
@@ -261,29 +263,32 @@ Fig. \ref{fig:Behavior} shows the results of the behavioural measurement.
 %%%%%%%%%%%%%%%%%%%%%%%%%%%%%
 \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}.
-The expected response time, i.e., the time spent waiting as well as
-the time dispensing water, is \cite[Section 14.3]{stewart_probability_2009}%
+We can consider the water dispenser and students as comprising a
+queueing system, specifically an M/G/1 queue
+\cite{stewart_probability_2009}. The expected response time, i.e.,
+the time spent waiting as well as the time dispensing water, is
+\cite[Section 14.3]{stewart_probability_2009}%
+%
 \begin{align*}
     W = E\mleft\{ S \mright\} + \frac{\lambda E\mleft\{ S^2
     \mright\}}{2\mleft( 1-\rho \mright)}
     ,%
 \end{align*}%
-where $S$ denotes the service time (i.e., the time spent refilling a bottle),
-$\lambda$ the mean arrival rate, and $\rho = \lambda \cdot E\mleft\{
-S \mright\}$ the system utilization. Using our
-experimental data we can approximate all parameters and obtain
-$W \approx \SI{23.3}{\second}$. The difference to always using
-the fastest strategy amounts to $\SI{4.14}{\second}$.
+%
+where $S$ denotes the service time (i.e., the time spent refilling a
+bottle), $\lambda$ the mean arrival rate, and $\rho = \lambda \cdot
+E\mleft\{ S \mright\}$ the system utilization. Using our experimental
+data we can approximate all parameters and obtain $W \approx
+\SI{23.3}{\second}$. The difference to always using the fastest
+strategy amounts to $\SI{4.14}{\second}$.
 
 Strangely, it is the consensus of current research that there is only
 a weak relationship between academic performance and hours studied
-\cite{plant_why_2005}.
-The largest investigation into the matter found a correlation of
-$\rho = 0.18$ \cite{schuman_effort_1985} between GPA and average time
-spend studying per day. Using a rather high estimate of 5 refills per
-day, we predict a possible grade gain of up to $0.00103$ points.
+\cite{plant_why_2005}. The largest investigation into the matter
+found a correlation of $\rho = 0.18$ \cite{schuman_effort_1985}
+between GPA and average time spend studying per day. Using a rather
+high estimate of 5 refills per day, we predict a possible grade gain
+of up to $0.00103$ points.
 
 %%%%%%%%%%%%%%%%%%%%%%%%%%%%%
 \section{Discussion and Conclusion}
@@ -293,12 +298,9 @@ arrival process and the relationship between the response time gain
 the grade gain. Nevertheless, we believe this work serves as a solid
 first step on the path towards achieving optimal study behaviour.
 
-% %%%%%%%%%%%%%%%%%%%%%%%%%%%%%
-% \section{Conclusion}
-
 In this study, we investigated how the choice of hydration strategy
-affects average academic performance. We found that always
-choosing to press the right button leads to an average time gain of
+affects average academic performance. We found that always choosing
+to press the right button leads to an average time gain of
 \SI{4.14}{\second} per refill, which translates into a grade
 improvement of up to $0.00103$ levels. We thus propose a novel and
 broadly applicable strategy to boost the average academic performance