1572 points by luu 980 days ago | 1186 comments on HN
| Mild positive Product · v3.7· 2026-02-28 10:47:57
Summary Rule Interpretation & Logic Acknowledges
No Vehicles In The Park is an interactive logic puzzle game that implicitly engages with human rights concepts through its focus on rule interpretation, logical consistency, and education. The game's emphasis on fair rule application (Articles 6-7), critical thinking and expression (Article 19), and explicit educational value (Article 26) produce a mildly positive human rights alignment, though human rights advocacy is not the game's primary purpose.
I got a few questions in, and the thing that stands out is the ambiguity of what a "vehicle" is. In rules like this, vehicle is defined - often to be about being motorized or speed. This metaphor doesn't map cleanly to when rules are less specific or laid out - because in this situation, the rules have been well tested and made to be unambiguous!
It also suggests that there is only one rule that should be followed. For example, it asks if an ambulance in the park is okay - well of course, the "no vehicles" rule would be violated.
I get the point of the exercise, but it's not really a great analogy imo.
The number at the end is unclear - it says I agreed with the majority 11%, but then it shows a bunch of charts. Yet the three I said were vehicles (the car, the police vehicle, and the ambulance) are the only 3 above 50% support, so it seems I agreed with the majority 100%. I even opened a second session in another browser and hit yes to everything to see if the numbers in the chart was the amount that agree with me, and no, the numbers didn't invert so it seems the chart is measuring yes answers.
Perfect illustration of how tricky it can be to draw a firm line.
Another survey in this same genre is "the rape spectrum" with >5k respondents ranking scenarios: https://aella.substack.com/p/the-rape-spectrum-survey-result...
Tough topics to discuss (I see why the OP went with vehicles in the park). I'm glad I'm not in the content moderation business!
Nitpick: The summary at the end labels your choices as "You think it is not a vehicle" or "You think it is a vehicle" based on whether or not you said the situation violates the rule, but some of the scenarios were clearly about whether or not something was in the park, rather than whether or not it was a vehicle. I can think a plane or a space station is a vehicle without thinking it violates the rule about not being in the park.
Yes, I'm aware this has nothing to do with the point of the exercise.
What this highlights is that online we have lost - or at least eroded - social norms. If I see a sign that says "no vehicles allowed", it's obvious they don't mean wagons and strollers. In almost all cases the police and the public are 99% in sync. Online, though, the moderators are forced to do a careful study of every action and become asinine literalists lest a horde of boundary-pushers ruin it for everyone.
I said no to every question as even in the cases where a vehicle did enter the park, it was only one and the rule says "no vehicles". Remember that the No Homers Club was allowed to have one Homer.
Just because "some people" believe something doesn't mean you have to make a webapp "debunking" them, and just because law is often complicated with many edge cases doesn't mean it can't be simpler or partly automated.
Everyone here implicitly knows that natural languages have ambiguity this is why formal languages were invented and it's painful that governing bodies hasn't caught up in many places. Imagine a world where you could diff laws from federal to state, state to state, stateA.city to stateB.city or StateA.cityA to StateA.cityB.
or a log where you could see exactly when a law was changed and why.
The thing that really proved this game's point for me is the comments here from people giving slightly different versions of "well it's obvious what 'vehicle' means".
I’m honestly not sure what the point of the exercise is. I went through and answered honestly, and looking at the end results it seems that most people agreed with me (the only significant minority disagreements were about the bike and the tank). Overall, it looks like almost all of the cases have a clear opinion?
I expected it to get into difficult edge cases, like somebody riding a motorcycle or landing a plane, but it never went there. A plane flying overhead doesn’t constitute “in the park”, and it looks like almost everybody agrees on that point.
I think the police and ambulance examples are interesting. To me, they're clear and blatant violations of the rule. To be sure, I certainly think it's ok that they broke the rule, but they still broke the rule. Yet some (45% of respondents) clearly think the rule wouldn't apply to them in the first place?
This proves that deliberately bad instructions produce bad results. That's not surprising.
If this included a definition of a vehicle, and asked if a vehicle was in the park, I'd expect consistent answers outside of the oddball aircraft and space station questions.
I'd note my local park has such a rule, and the sign has pictures of what are and are not allowed, including a picture of a drone.
To me, if I see a rule trying to ban "vehicles" without defining "vehicles", I take my concept of "vehicles" by deduction: I think about all the ways that things that I know of as being "vehicle-esque" could be problematic in various different ways such that you'd want to ban them — being loud; having a lot of inertial momentum when colliding with pedestrians; littering (the horse example); property damage (skateboards, dirt bikes) — and then I guess that the "spirit of the law" is to put whatever requirements in place would be required to reduce the instances of those problems.
The banning of certain explicit classes of vehicles is only a byproduct, not the end-goal, of such a rule; and so it doesn't actually matter what is or isn't a vehicle — the word "vehicle" in such a rule is acting as a conceptual stand-in for whatever things cause uniquely vehicle-in-the-park-ish problems; and anything that doesn't cause such problems, isn't "a vehicle."
I find that this lens on rule enforcement is a useful guide, because whatever the text of the law ends up saying, the enforcement of the law will hew to the spirit that the text of the rule is being interpreted to have, by those charged with its enforcement. (I.e., the non-working tank is almost certainly a "vehicle" by any definition a bylaw would pose, but if they deliver it to the park on a non-damaging sled, let it sit there for a while, then haul it away on the same sled, then it's not causing any of the problems that "vehicles" cause, and so it's very unlikely that any bylaw-enforcement officer would actually ticket the owner of the tank for having it in the park.)
If the park is in my neck of the woods, I can just use this definition:
"vehicle" means a device in, on or by which a person or thing is or may be transported or drawn on a highway, but does not include a device designed to be moved by human power, a device used exclusively on stationary rails or tracks, mobile equipment, a motor assisted cycle or a regulated motorized personal mobility device
I'm fascinated by the fact that my takeaway is the precise opposite of what the author intended.
To me, the answer to all of the questions was crystal-clear. Yes, you can academically wonder whether an orbiting space station is a vehicle and whether it's in the park, but the obvious intent of the sign couldn't be clearer. Cars/trucks/motorcycles aren't allowed, and obviously police and ambulances (and fire trucks) doing their jobs don't have to follow the sign.
So if this is supposed to be an example of how content moderation rules are unclear to follow, it's achieving precisely the opposite.
(To be clear, I think content moderation rules are often difficult to figure out when to apply. I just think the vehicles-in-park rule is much, much, much clearer than many content moderation rules.)
I LOVE THIS SO MUCH. I teach legal research and I do some open discussions in the beginning and (no judgment of course) someone ALWAYS brings up "if they wrote the laws clearer..."
Try to define "furniture". You may say "Something to sit on". But what about a table. Ok, something to keep things on. But then is a soap dish furniture?
Furniture is a concept. It has fuzzy boundaries of meaning. And the meaning is only ever clear in context. And context is not just what is said alongside the concept. It is also the exchange itself in a particular situation.
When 14 years olds play ball in a "garden" area of a park, it's clearly disruptive. It can hurt someone, destroy the foliage etc. But when you play ball with a couple of 4 year olds in a garden, no one will suggest you stop. It is understood that a 4 year old in a play area with teenagers is at risk of being harmed, and so better to keep them in the garden area.
Rules, and the standardization of some of them into a system of law is problematic only if taken literally. As long as the what is written is understood to be a scaffold for actual meaning derivation from context there is no problem. This is the reason why judges, juries and courts exist - to interpret the law. And in the absence of formalization or systematization, common law applies. And at a very simplified level, common law is mostly common sense. Common as in shared among many. Common sense as in the sense and meaning shared among most of us implicitly.
Translation: his parents are lawyers, so he has a low opinion of the rule of law and wants to "problematize" it. In favor of arguing for, essentially, despotism.
But his own experiment shows that most people do agree on what even a deliberately poorly worded rule means in most cases. So it basically shows the exact opposite of what he was trying to prove, which is that rules are unworkable.
The "game" (I use the word loosely) gets quite silly. The space station passing overhead is not "problematic" for a rule about vehicles in the park, except for someone deliberately trying to be obtuse. Like with the rest of this other nonsense, if it ever did become problematic, someone could change the rule to clear it up. The end.
A hot dog cart serves food in the park.
A 1997 pickup truck is rusting away on the bottom of the park's lake.
An elevator moves equipment up and down floors within the park's maintenance building.
Deep under the park's lake, a nuclear submarine hides from satellites.
An ice cream truck sits just on the border between the park entrance and a private road to a residence.
Fascinating exercise. During my first attempt I found that I had to look up the actual definition of vehicle.
I initially thought that a vehicle means someone is being transported by the vehicle, using an engine.
According to wikipedia vehicle also includes things being moved by muscle, and it is not limited to transporting persons, also wares.
I also changed my mind on whether a police or EMT falls under the rule. It obviously does. There has to be a second rule overriding this rule for those cases.
Also I changed my mind on the paraglider and the ISS. The ISS is a vehicle but it's over the park not in the park. The paraglider is a vehicle under my new understanding of the definition, and it does not matter whether the initial thrust came from when the paraglider was outside the park.
It also explains why the rules in the park near me prohibit _driving_ a bike in the park, not having one.
All the discussions over interpretation are missing the point of the exercise, which is to show how hard it is to find agreement over something as emotionally neutral as "is the vehicle in the park".
Communication and interpretation is hard. This is a blind spot for many techies, who think there are "right answers".
I'm not sure if you do, honestly. The point of the exercise is exactly the ambiguity that stood out to you.
Also, the question was very explicitly not asking if an ambulance in the park is "okay." The question is asking is it a rule violation.
It's an excellent analogy, in my opinion, because what it's trying to be analogous to is the general ambiguity of language that makes content moderation difficult. It's hardly even an analogy because it is about precisely an identical concept: determining whether behavior is violating a rule.
Yeah, he needs a better example. Vehicle has some ambiguity when you hint about it in the introduction, but not much. If he'd said "mode of transportation" that night be more ambiguous- skating could be one or could be recreational and not to go anywhere. But then I don't know how people would get into the park.
And separately, a lot of the ambiguity in content moderation comes from people trying to frame what they don't agree with as something that's against the rules. If a vocal group doesn't like ice skaters, you can be sure they'll be giving detailed explanation why skates are a literal vehicle.
I think what it highlights is that the meaning of words depends on context and stripping all context from a rule and situation makes that ambiguous. Reading more into it than that seems silly.
>
I got a few questions in, and the thing that stands out is the ambiguity of what a "vehicle" is.
Exactly. I being a non-native English speaker, just to be sure, looked up in a dictionary: the most common German translation of "vehicle" is "Fahrzeug".
Of course, as it is quite common, there do exist laws in Germany
Just to bring up a linguistic point (it is far more common in German than in English to carefully analyze words if subtle parts of the meaning are to be cleared up): actually, one could argue (contrary to the Wikipedia article) that "Fahrzeug" comes from "fahren" (to drive); thus a "Flugzeug" (airplane) is not a Fahrzeug, because it flies (Flug -> flight) instead of driving (but as mentioned: the Wikipedia article states a different opinion: Flugzeuge are Luftfahrzeuge, while, say, cars are Landfahrzeuge, i.e. both vehicles belong to sub-categories of Fahrzeuge).
---
But back to the topic: as a non-native English speaker
- all my arguments are based on the most common German translation "Fahrzeug" of "vehicle". What if some subtleties are lost in this translation?
- I doubt that the typical English native speaker tends to think as deeply about words as is not unusual in Germany (when I did analyses of English words to native English speakers they nearly always admitted that they never ever thought of such analyses)
Given that the whole exercise was about meticulous line drawing I think this bit of nitpicking is entirely appropriate. Clearly “is a vehicle” and “is in the park” were the two major axes that each question needed to be plotted on.
It seems pretty spot on to me! A "vehicle", like "hate speech" or "words that glorify violence", is an category that humans create, and the things that fit in that category vary from person to person and situation to situation.
I'm curious — what do you think a better analogy would have been?
Social norms are quite culture-specific. Online people from all countries and cultures interact, and that's where some misunderstandings come from.
It's not a big problem if everyone is civil and existing moderation mechanisms aren't overwhelmed; people quickly learn from online faux pas and the online social norm is restored.
One thing that makes this exercise fairly useless is that any real world law or rule would have exemptions for such circumstances, and a definition of “in the park” and what a vehicle is… not just one sentence with no clarification. Beyond that, also a history of previous legal interpretation to which one could refer.
Count the number of times you have used the words “most”, “almost”, “only disagreements…” etc. in your two paragraphs, despite the fact that all of them were relatively simple scenarios like you said. That is the point of the exercise. Yes people mostly agreed on most things, but they did not absolutely agree on everything. And those 20-30% of people arguing about 20-30% of edge cases is where all the disagreements and flame wars and toxicity comes from.
That seems like good analogy to content moderation. You have to ask "is the forbidden content actually on the site?"
For example you can have a rule like "no sharing pornographic content", but then are people allowed to share links to forbidden content? Links to sites that are 100% links to forbidden content? Links to sites that have one link to forbidden content among a lot of other links? Links to sites that have one extremely prominent link to forbidden content among a lot of other links? How prominent? Etc etc etc.
My reasoning was that in emergencies, typically, certain rules don't apply to certain groups of people if their actions are related to the emergency. Therefore, a police officer driving a police car into the park (assuming they're doing it because of the emergency) is not a violation of "no vehicles in the park" because for that officer, in that situation, there effectively is no such rule.
In the real world, we might debate whether it was actually an emergency and so on, but here we're told straight up.
The instructions for the exercise tell you straight up to ignore any and all exceptions, yet 30% of people chose to apply their own judgment in the police and ambulance case because it felt right to them. Very telling.
A vehicle is any kind of tool that makes locomotion for any animate or inanimate object easier. This includes wheeled craft, seafaring vessels, shoes, aircraft.
The whole exercise is easier once you realize the park is a nudist colony.
Exactly. There is a clear majority in the answers. Sure, there are edge cases, but they are edge cases.
But I also want to say this is a really cool website. I love how he used this experience to set the table for what is otherwise essentially a blog post. Very cool.
But to hone in a bit more:
> It was about content moderation. Specifically, some people think that there could be simple rules for Internet content that are easy to apply.
His experiment not only doesn't prove this because of the observation you made (there is a clear majority opinion), but also because the "simple rules" people want ARE simple in contrast to the current standard of assuming you need to be a moral authority. The supposed simple rules aren't simple because they avoid controversy. They are simple because they don't avoid controversy. They are minimal. Basically just take the stuff virtually everyone agrees on, or is illegal/possibly illegal. Yes, there are gray areas there. There are always gray areas. But the gray areas surrounding "we need to shape productive discourse" is a lot more controversial than the gray areas surrounding "is this legal?" Once you stop using moderation to implicitly endorse speech you aren't as responsible for anything that is said. This is the entire point of section 230.
And before someone says "well if you have offensive content then advertisers will leave," I want to point out that is not a content moderation problem. That is an advertiser attraction problem. If the goal is advertiser attraction then we are playing a completely different game and you should remove everything that is remotely controversial. Or consider that your business model is inherently bad for speech.
You're overthinking this. To recap the rules of the game:
1. Every question is about a hypothetical park. The park has a rule: "No vehicles in the park."
2. Your job is to determine if this rule has been violated.
Your job was to determine if rule 2 ("this rule") has been violated. By playing the game, you are fulfilling your job and thus the rule is never violated.
> Yes, I'm aware this has nothing to do with the point of the exercise.
No actually I do think it does and is captured beautifully in the game. Things that clearly once vehicles are arguably no longer - like the war tank.
Like Michelangelo's David, is the nudity porn? is it obscene? for who? Is this a website about art? or a porn site? education site? a site for children?
Each one of those sites have differing views of the exact same thing.
It's exactly the point of the exercise. Whether something is a vehicle and whether said thing is "in" the park are both separate dimensions of logic that each individual applies differently towards their decision making. This is exactly why content moderation has trouble to stay consistent and rarely pleases everyone, because so many nuances from non-intersecting aspects of logic/context/culture/opinions are forced to consolidate into a binary choice (violation vs. non-violation).
Editorial Channel
What the content says
+0.25
Article 26Education
Medium Advocacy
Editorial
+0.25
SETL
+0.11
The game explicitly states it is 'a game about language and rules' designed with 27 questions to test interpretation; this is clearly educational in intent.
FW Ratio: 60%
Observable Facts
The page states: 'This is a game about language and rules.'
The game consists of 27 interactive questions designed to develop rule interpretation skills.
The creator promises to 'discuss why I made this game' at the end, adding educational explanation.
Inferences
The game explicitly teaches critical thinking about language and rule interpretation, fulfilling an educational function.
The interactive structure and promised explanation support learning objectives.
+0.20
Article 19Freedom of Expression
Medium Advocacy
Editorial
+0.20
SETL
+0.10
The game explicitly encourages critical thinking about rule interpretation and invites players to form and express their own interpretations.
FW Ratio: 50%
Observable Facts
The game asks players to form interpretations about rule compliance and submit their answers.
The page states 'I'll tell you how your results compared to those of others,' indicating that individual expressions of interpretation are collected and valued.
Inferences
Players are encouraged to think critically and form independent opinions about rule interpretation.
The game structure treats player expressions as worthy of collection and analysis, supporting freedom of expression.
+0.15
Article 6Legal Personhood
Medium Framing
Editorial
+0.15
SETL
+0.09
The game teaches consistent rule interpretation and logical analysis of rule compliance, relating to equal recognition and treatment under rules.
FW Ratio: 50%
Observable Facts
The game presents a single rule ('No vehicles in the park') and asks players to determine if it has been violated in various hypothetical scenarios.
The game structure treats all players' interpretations with equal consideration.
Inferences
Teaching consistent rule interpretation relates to equal recognition as a person entitled to treatment under rules.
Uniform evaluation of rule compliance across different cases reflects the principle of equal legal treatment.
+0.15
Article 7Equality Before Law
Medium Framing
Editorial
+0.15
SETL
+0.09
The game demonstrates uniform application of rules to different cases, embodying equal protection principles.
FW Ratio: 50%
Observable Facts
The game applies the same rule uniformly across 27 different hypothetical scenarios.
The page states results will be compared 'to those of others,' indicating equal treatment of all responses.
Inferences
Consistent rule application across varied cases reflects equal protection under the law.
Comparing interpretations across all players without discrimination supports the principle of equal protection.
+0.15
Article 27Cultural Participation
Low Framing
Editorial
+0.15
SETL
+0.09
The game focuses on language understanding and rule interpretation, contributing to cultural understanding of how communities function.
FW Ratio: 50%
Observable Facts
The game is explicitly about language and rule interpretation.
The creator promises to explain the game's design, sharing reasoning about rule systems.
Inferences
The game contributes to cultural understanding of how language and rules function in communities.
The promised explanation supports access to knowledge about rule systems.
+0.15
Article 29Duties to Community
Medium Framing
Editorial
+0.15
SETL
+0.09
The game's core premise is determining whether community rules have been violated, teaching players to understand community duties and rule compliance.
FW Ratio: 50%
Observable Facts
The game's central premise is: 'Your job is to determine if this rule has been violated.'
The game teaches interpretation of shared community rules (park rules).
Inferences
The game teaches players to understand and apply community rules, relating to duties of community members.
Understanding rule compliance is central to fulfilling duties within a community.
+0.10
Article 10Fair Hearing
Medium Framing
Editorial
+0.10
SETL
0.00
The game teaches logical reasoning and careful interpretation of rules, supporting fair judgment and reasoned decision-making.
FW Ratio: 50%
Observable Facts
The game clearly states the rule before presenting hypothetical scenarios.
Players are asked to make reasoned judgments about rule compliance based on logical analysis.
Inferences
Clear communication of rules before judgment supports the principle of fair judgment based on knowledge of standards.
Asking for logical reasoning relates to the right to fair hearing based on rational evaluation.
+0.10
Article 21Political Participation
Low Framing
Editorial
+0.10
SETL
0.00
The game teaches about rule systems and logic, contributing to understanding of how communities establish and interpret shared rules.
FW Ratio: 50%
Observable Facts
The game collects and compares player responses across a population.
The game teaches interpretation and application of community rules.
Inferences
Understanding rule systems and seeing how others interpret them contributes to civic literacy.
Exposure to diverse interpretations fosters democratic understanding of how rules function in communities.
+0.05
Article 18Freedom of Thought
Low Framing
Editorial
+0.05
SETL
+0.05
The game instructs players to apply logical rule interpretation independent of religious or alternative frameworks, implicitly valuing secular logical reasoning.
FW Ratio: 50%
Observable Facts
The page states: 'You might know of some rule in your religion which overrides local rules... Please disregard these rules.'
Inferences
The game prioritizes consistent logical reasoning over religious or alternative frameworks, reflecting a secular approach to rule interpretation.
0.00
PreamblePreamble
Low
Editorial
0.00
SETL
ND
The game does not address human dignity, fundamental freedoms, or justice as stated in the preamble.
FW Ratio: 50%
Observable Facts
The game does not explicitly reference human dignity, fundamental freedoms, or justice.
Inferences
The game's purely logical approach does not engage with UDHR foundational principles.
0.00
Article 13Freedom of Movement
Medium
Editorial
0.00
SETL
ND
Although the game's subject matter involves vehicles and movement in parks, it does not engage with freedom of movement as a human right.
FW Ratio: 67%
Observable Facts
The game's central rule concerns vehicles in parks.
The content treats vehicles only as elements in a logic puzzle, not as a topic of human rights concern.
Inferences
While vehicles and movement are the game's subject, the game does not frame these as human rights issues.
0.00
Article 24Rest & Leisure
Low
Editorial
0.00
SETL
-0.10
The game does not advocate for rest and leisure rights; it simply serves as a recreational activity.
FW Ratio: 50%
Observable Facts
The game is an interactive puzzle designed as a leisure activity.
Inferences
The game provides recreational engagement, supporting the right to leisure and rest.
ND
Article 1Freedom, Equality, Brotherhood
Not demonstrated.
ND
Article 2Non-Discrimination
Not demonstrated.
ND
Article 3Life, Liberty, Security
Not demonstrated.
ND
Article 4No Slavery
Not demonstrated.
ND
Article 5No Torture
Not demonstrated.
ND
Article 8Right to Remedy
Not demonstrated.
ND
Article 9No Arbitrary Detention
Not demonstrated.
ND
Article 11Presumption of Innocence
Not demonstrated.
ND
Article 12Privacy
Not demonstrated.
ND
Article 14Asylum
Not demonstrated.
ND
Article 15Nationality
Not demonstrated.
ND
Article 16Marriage & Family
Not demonstrated.
ND
Article 17Property
Not demonstrated.
ND
Article 20Assembly & Association
Not demonstrated.
ND
Article 22Social Security
Not demonstrated.
ND
Article 23Work & Equal Pay
Not demonstrated.
ND
Article 25Standard of Living
Not demonstrated.
ND
Article 28Social & International Order
Not demonstrated.
ND
Article 30No Destruction of Rights
Not demonstrated.
Structural Channel
What the site does
+0.20
Article 26Education
Medium Advocacy
Structural
+0.20
Context Modifier
ND
SETL
+0.11
The interactive structure teaches through engagement and feedback; the promise to explain the game's design at the end adds educational transparency.
+0.15
Article 19Freedom of Expression
Medium Advocacy
Structural
+0.15
Context Modifier
ND
SETL
+0.10
The game structure solicits player input and expression; it treats all expressed interpretations as valid data for comparison.
+0.10
Article 6Legal Personhood
Medium Framing
Structural
+0.10
Context Modifier
ND
SETL
+0.09
The game structure presents uniform application of a single rule across varied scenarios, reflecting equal legal treatment.
+0.10
Article 7Equality Before Law
Medium Framing
Structural
+0.10
Context Modifier
ND
SETL
+0.09
Results are compared fairly across players without discrimination; all interpretations are evaluated against the same standard.
+0.10
Article 10Fair Hearing
Medium Framing
Structural
+0.10
Context Modifier
ND
SETL
0.00
The game explains its rules clearly before asking for interpretations, providing transparent framework for fair judgment.
+0.10
Article 21Political Participation
Low Framing
Structural
+0.10
Context Modifier
ND
SETL
0.00
The game compares individual interpretations with others' responses, fostering awareness of diverse perspectives on rule systems.
+0.10
Article 24Rest & Leisure
Low
Structural
+0.10
Context Modifier
ND
SETL
-0.10
The game functions as a leisure activity, providing recreational engagement.
+0.10
Article 27Cultural Participation
Low Framing
Structural
+0.10
Context Modifier
ND
SETL
+0.09
The game's design explanation contributes to sharing knowledge about cultural and linguistic rule systems.
+0.10
Article 29Duties to Community
Medium Framing
Structural
+0.10
Context Modifier
ND
SETL
+0.09
The game structure reinforces understanding of how community rules function and how to interpret them.
0.00
PreamblePreamble
Low
Structural
0.00
Context Modifier
ND
SETL
ND
No structural implications for the principles of human dignity or universal peace and justice.
0.00
Article 13Freedom of Movement
Medium
Structural
0.00
Context Modifier
ND
SETL
ND
The game does not address restrictions or freedom of movement; it is a logic puzzle using vehicle-based scenarios.
0.00
Article 18Freedom of Thought
Low Framing
Structural
0.00
Context Modifier
ND
SETL
+0.05
No structural implications; the game's interface does not enforce or restrict belief-based reasoning.
ND
Article 1Freedom, Equality, Brotherhood
Not demonstrated.
ND
Article 2Non-Discrimination
Not demonstrated.
ND
Article 3Life, Liberty, Security
Not demonstrated.
ND
Article 4No Slavery
Not demonstrated.
ND
Article 5No Torture
Not demonstrated.
ND
Article 8Right to Remedy
Not demonstrated.
ND
Article 9No Arbitrary Detention
Not demonstrated.
ND
Article 11Presumption of Innocence
Not demonstrated.
ND
Article 12Privacy
Not demonstrated.
ND
Article 14Asylum
Not demonstrated.
ND
Article 15Nationality
Not demonstrated.
ND
Article 16Marriage & Family
Not demonstrated.
ND
Article 17Property
Not demonstrated.
ND
Article 20Assembly & Association
Not demonstrated.
ND
Article 22Social Security
Not demonstrated.
ND
Article 23Work & Equal Pay
Not demonstrated.
ND
Article 25Standard of Living
Not demonstrated.
ND
Article 28Social & International Order
Not demonstrated.
ND
Article 30No Destruction of Rights
Not demonstrated.
Supplementary Signals
How this content communicates, beyond directional lean. Learn more
build 73de264+3rh4 · deployed 2026-02-28 13:33 UTC · evaluated 2026-02-28 13:36:03 UTC
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