There are six categories of program characteristics that contribute to achieving the program outcomes described above.

Unfamiliar environments contribute a great deal to program outcomes experienced by adventure education participants.

Rather than activities themselves, it is the qualities of activities that are responsible for achieving program outcomes.

Goal-setting is critical to achieving program outcomes, at both the individual and group levels.

Several characteristics of the group also contribute to achieving program outcomes.

The age, gender, background, and expectations of program participants have also been shown to be related to the achievement of program outcomes.

In fact, they began to model the behavior of actual organisms as a way to get some control over program outcomes.

This process continues today, and in 2005, instructors, student, and employer surveys were added as a way to assess program outcomes.

Company officials told us that these two tools enabled a smooth transition from product development to production, resulting in better program outcomes.

Despite the appearance of a"safety net" being provided, the firm itself is duly responsible for program outcomes.