ABSTRACT
The technique of role-playing simultations has achieved prominence in recent years as an educational tool, not only for college students in need of a realistic environment for the study of decision-making processes, but also for the education of citizens who find themselves acting in a policy formulating capacity, but do not quite know either what exactly their role demands, nor what the repercussions of their actions within that role might me. Public policy making, and in general policy planning and implementation are the exercises most likely to benefit from such simultations and games, but the entire spectrum of the social sciences is making extensive use of the technique, primarily for teaching and training [ 1 ], and occasionally for experimentation, opinion evaluation, and research. Their number has increased to the point of necessitating publication of guides to the numerous available games [ 2 ].
