OFFICIAL41 What can be inferred about the student when he says this: (MALE STUDENT) The field station and an independent study. … But the summer term is a few weeks shorter than a regular term …

[00:00.05]FEMALE PROFESSOR: I have some good news for you. [00:01.75]One of the students who was signed up for the summer term at the field station next year won't be attending after all.  [00:07.60]Your name's first on the waiting list,[00:09.40]so if you still want to do it, the space is available.
[00:11.78]MALE STUDENT: Aw, that's terrific!
[00:13.19]FEMALE PROFESSOR: You were also interested in doing an independent research project next summer, right?
[00:17.37]MALE STUDENT: Yeah, on salt-marsh restoration—but that was before, when I thought I wasn't going to get into the field station.
[00:23.35]FEMALE PROFESSOR: Well, you can still do it if you want. [00:25.36]I looked over your application for the independent research project, and it looks strong: [00:29.91]I approved it. [00:30.75]And you’d have even more resources there at the field station, so…
[00:34.48]MALE STUDENT: The field station and an independent study.…But the summer term is a few weeks shorter than a regular term…
[00:41.01]FEMALE PROFESSOR: Wh—it's up to you. [00:42.16]You'd have to work hard, but I think you can do very well. [00:45.10]Professor Garfield—one of the professors over at the field station—
[00:48.80]MALE STUDENT: Yeah, I’ve heard of him.
[00:50.10]FEMALE PROFESSOR: Yes, well, Professor Garfield's been doing research on salt marshes for years, assessing human impact and methods of salt-marsh restoration. [00:57.99]He's willing to oversee your project.
[00:59.98]MALE STUDENT: Wow! That’s too good an opportunity to pass up.
[01:03.06]FEMALE PROFESSOR: I thought you'd say that. [01:04.57]When I spoke with Dr. Garfield, he suggested you take a particular course he'll be teaching here in the spring… [01:09.72]it's called Advanced Topics in Salt-Marsh Management. [01:12.88]The course looks at salt-marsh ecology in-depth, and it also focuses on factors that stress salt-marsh systems, and how to assess and monitor the level of stress.
[01:22.65]MALE STUDENT: And that background information'll feed right into my project on salt-marsh restoration. [01:27.09]This is so great.
[01:28.29]FEMALE PROFESSOR: Oh, one more thing. [01:29.80]Do you know John Arnold?
[01:31.27]MALE STUDENT: Not really. But he lives in my dorm. Why?
[01:34.30]FEMALE PROFESSOR: John's another ecology student who'll be at the field station next summer. [01:38.33]I approved an independent research project for him, too. [01:41.67]Initially he had the same concern as you. [01:44.44]But anyway, his topic will be similar to yours. [01:47.12]He’ll be researching how bridges and culverts that've been installed to allow tidal waters to move underneath roads—between the sea and the salt marshes—[01:55.09]well, they're often too small…
[01:57.45]MALE STUDENT: I guess that'd result in not enough tidal water flowing into the marshes to maintain the natural vegetation, right?
[02:02.80]FEMALE PROFESSOR: Exactly. And he'll be looking at how to determine the right size. [02:06.77]So I was thinking he might be a good choice for a summer roommate for you.