In arithmetic, long division is a standard division algorithm suitable for dividing multi-digit numbers that is simple enough to perform by hand. It breaks down a division problem into a series of easier steps. As in all division problems, one number, called the dividend, is divided by another, called the divisor, producing a result called the quotient. It enables computations involving arbitrarily large numbers to be performed by following a series of simple steps. The abbreviated form of long division is called short division, which is almost always used instead of long division when the divisor has only one digit. == History == Related algorithms have existed since the 12th century. Al-Samawal al-Maghribi (1125–1174) performed calculations with decimal numbers that essentially require long division, leading to infinite decimal results, but without formalizing the algorithm. Caldrini (1491) is the earliest printed example of long division, known as the Danda method in medieval Italy, and it became more practical with the introduction of decimal notation for fractions by Pitiscus (1608). The specific algorithm in modern use was introduced by Henry Briggs c. 1600. == Education == Inexpensive calculators and computers have become the most common tools for performing division in educational and professional contexts worldwide, reducing reliance on traditional paper-and-pencil techniques. Internally, these devices implement various division algorithms, many of which rely on iterative approximations and multiplication to improve computational efficiency. Educational approaches to teaching division vary across countries and regions, reflecting differing curricular priorities. In North America, long division has been de-emphasized or, in some cases, removed from portions of the curriculum as part of reform mathematics, which emphasizes conceptual understanding and the use of technology. In contrast, many education systems in Europe and Asia continue to emphasize mastery of standard algorithms, including long division, as a foundational arithmetic skill. For example, curricula in countries such as Japan and Germany typically introduce and reinforce long division during primary education, often alongside mental arithmetic strategies and problem-solving techniques. International assessments such as the Trends in International Mathematics and Science Study (TIMSS) highlight these differences, showing variation in how procedural fluency and conceptual understanding are balanced across educational systems. These differing approaches reflect broader educational philosophies regarding the balance between procedural fluency, conceptual understanding, and the role of technology in mathematics education. == Method == In English-speaking countries, long division does not use the division slash ⟨∕⟩ or division sign ⟨÷⟩ symbols but instead constructs a tableau. The divisor is separated from the dividend by a right parenthesis ⟨)⟩ or vertical bar ⟨|⟩; the dividend is separated from the quotient by a vinculum (i.e., an overbar). The combination of these two symbols is sometimes known as a long division symbol, division bracket, or even a bus stop. It developed in the 18th century from an earlier single-line notation separating the dividend from the quotient by a left parenthesis. The process is begun by dividing the left-most digit of the dividend by the divisor. The quotient (rounded down to an integer) becomes the first digit of the result, and the remainder is calculated (this step is notated as a subtraction). This remainder carries forward when the process is repeated on the following digit of the dividend (notated as 'bringing down' the next digit to the remainder). When all digits have been processed and no remainder is left, the process is complete. An example is shown below, representing the division of 500 by 4 (with a result of 125). 125 (Explanations) 4)500 4 ( 4 × 1 = 4) 10 ( 5 - 4 = 1) 8 ( 4 × 2 = 8) 20 (10 - 8 = 2) 20 ( 4 × 5 = 20) 0 (20 - 20 = 0) A more detailed breakdown of the steps goes as follows: Find the shortest sequence of digits starting from the left end of the dividend, 500, that the divisor 4 goes into at least once. In this case, this is simply the first digit, 5. The largest number that the divisor 4 can be multiplied by without exceeding 5 is 1, so the digit 1 is put above the 5 to start constructing the quotient. Next, the 1 is multiplied by the divisor 4, to obtain the largest whole number that is a multiple of the divisor 4 without exceeding the 5 (4 in this case). This 4 is then placed under and subtracted from the 5 to get the remainder, 1, which is placed under the 4 under the 5. Afterwards, the first as-yet unused digit in the dividend, in this case the first digit 0 after the 5, is copied directly underneath itself and next to the remainder 1, to form the number 10. At this point the process is repeated enough times to reach a stopping point: The largest number by which the divisor 4 can be multiplied without exceeding 10 is 2, so 2 is written above as the second leftmost quotient digit. This 2 is then multiplied by the divisor 4 to get 8, which is the largest multiple of 4 that does not exceed 10; so 8 is written below 10, and the subtraction 10 minus 8 is performed to get the remainder 2, which is placed below the 8. The next digit of the dividend (the last 0 in 500) is copied directly below itself and next to the remainder 2 to form 20. Then the largest number by which the divisor 4 can be multiplied without exceeding 20, which is 5, is placed above as the third leftmost quotient digit. This 5 is multiplied by the divisor 4 to get 20, which is written below and subtracted from the existing 20 to yield the remainder 0, which is then written below the second 20. At this point, since there are no more digits to bring down from the dividend and the last subtraction result was 0, we can be assured that the process finished. If the last remainder when we ran out of dividend digits had been something other than 0, there would have been two possible courses of action: We could just stop there and say that the dividend divided by the divisor is the quotient written at the top with the remainder written at the bottom, and write the answer as the quotient followed by a fraction that is the remainder divided by the divisor. We could extend the dividend by writing it as, say, 500.000... and continue the process (using a decimal point in the quotient directly above the decimal point in the dividend), in order to get a decimal answer, as in the following example. 31.75 4)127.00 12 (12 ÷ 4 = 3) 07 (0 remainder, bring down next figure) 4 (7 ÷ 4 = 1 r 3) 3.0 (bring down 0 and the decimal point) 2.8 (7 × 4 = 28, 30 ÷ 4 = 7 r 2) 20 (an additional zero is brought down) 20 (5 × 4 = 20) 0 In this example, the decimal part of the result is calculated by continuing the process beyond the units digit, "bringing down" zeros as being the decimal part of the dividend. This example also illustrates that, at the beginning of the process, a step that produces a zero can be omitted. Since the first digit 1 is less than the divisor 4, the first step is instead performed on the first two digits 12. Similarly, if the divisor were 13, one would perform the first step on 127 rather than 12 or 1. === Basic procedure for long division of n ÷ m === Find the location of all decimal points in the dividend n and divisor m. If necessary, simplify the long division problem by moving the decimals of the divisor and dividend by the same number of decimal places, to the right (or to the left), so that the decimal of the divisor is to the right of the last digit. When doing long division, keep the numbers lined up straight from top to bottom under the tableau. After each step, be sure the remainder for that step is less than the divisor. If it is not, there are three possible problems: the multiplication is wrong, the subtraction is wrong, or a greater quotient is needed. In the end, the remainder, r, is added to the growing quotient as a fraction, r⁄m. === Invariant property and correctness === The basic presentation of the steps of the process (above) focuses on what steps are to be performed, rather than the properties of those steps that ensure the result will be correct (specifically, that q × m + r = n, where q is the final quotient and r the final remainder). A slight variation of presentation requires more writing, and requires that we change, rather than just update, digits of the quotient, but can shed more light on why these steps actually produce the right answer by allowing evaluation of q × m + r at intermediate points in the process. This illustrates the key property used in the derivation of the algorithm (below). Specifically, we amend the above basic procedure so that we fill the space after the digits of the quotient under construction with 0's, to at least the 1's place, and include those 0's in the numbers we write below the division bra
H (company)
H Company, also known simply as H, is a French artificial intelligence startup which develops "action-oriented" artificial intelligence agents for enterprise automation and productivity. In May 2024, H Company closed a record-setting $220 million seed round, at the time the largest AI raise in Europe. In 2026, H Company released Holo 3, the latest generation of its computer-use AI models. The update marked a major advance in agentic AI, enabling agents to navigate any user interface, interpret screens, and complete complex, multi-step tasks across enterprise systems—much like a human user. This breakthrough positioned H Company at the frontier of computer-use autonomy, accelerating the integration of AI in enterprise workflows. == History == H Company was founded in 2023 in Paris by Laurent Sifre, Charles Kantor, and three DeepMind veterans: Daan Wiestra, Karl Tuyls, Julien Perollat. In May 2024, the firm secured what was then the largest European AI seed round, totaling $220 million led by US investors including Eric Schmidt (former Google CEO), Amazon, and backed by Accel, Bpifrance, UiPath, Eurazeo, Xavier Niel, Yuri Milner, Bernard Arnault, Samsung and others. In August 2024, three cofounders (Wiestra, Tuyls, Perollat) left the company over operational disagreements. In November 2024, H launched Runner H, its first agentic-API platform, which combined a large language model (LLM) and a reduced, 2-billion parameter vision-language model (VLM). In May 2025, H Company acquired Mithril Security, and in June 2025 the company widened its offering for agentic models. In June 2025, Gautier Cloix (formerly CEO Palantir France) replaced Charles Kantor as CEO of H Company, aiming to pivot the company towards a "forward deployed engineers" model. In July 2025, H Company introduced Surfer-H-CLI, an open-source, web-native Chrome agent designed for browser-based automation—able to search, scroll, click, and type on behalf of users and controllable via any visual language model (VLM). When paired with its June 2025 open-sourced 3B-parameter Holo-1 model, Surfer-H-CLI achieved 92.2% WebVoyager benchmark accuracy. == Activity == H Company creates enterprise AI models and agents (agentic AI) to automate and optimize complex workflows. H Company specifically designs AI agents called computer use capable of autonomously interfacing with any software (local or cloud-based) to detect and automate repetitive operations. H Company is based in Paris, France, with international offices in London and New York. H Company raised $220 million since its inception. Gautier Cloix is president and CEO of the company. H Company client include the French national lottery FDJ United. In March 2026, H Company released Holo3, a family of artificial intelligence models designed to operate digital systems by interacting directly with user interfaces. Holo3 enables agents ("virtual humanoids") to understand what is displayed in front-end environments—such as web pages, desktop applications, and other graphical user interfaces—and perform actions such as clicking, typing, and navigating across them to complete multi-step tasks. On the OSWorld-Verified benchmark, Holo3 reportedly achieved about 78.9%, surpassing the scores of OpenAI’s GPT‑5.4 and Anthropic’s Claude Opus 4.6 on this specific test, at roughly one-tenth of the inference cost of these proprietary systems. The release has been presented as a significant step toward automating routine digital workflows, allowing organizations to offload repetitive on-screen work, such as data entry and reconciliation across multiple tools, to AI-based agents.
Linguistic value
In artificial intelligence, fuzzy logic operations research, and related fields, a linguistic value is a natural language term which is derived using quantitative or qualitative reasoning such as with probability and statistics or fuzzy sets and systems. Variables that take linguistic values are called linguistic variables. == Examples of linguistic variables and values == For example, "age" may be a linguistic variable if its values are not numerical, e.g. very young, quite young, not young, old, not very old etc. These values could be derived from the numeric values for age. As another example, if a shuttle heat shield is deemed of having a linguistic value of a "very low" percentage of damage in re-entry, based upon knowledge from experts in the field, that probability would be given a value of say, 5%. From there on out, if it were to be used in an equation, the variable of percentage of damage will be at 5% if it deemed very low percentage.
IRCF360
Infrared Control Freak 360 (IRCF360) is a 360-degree proximity sensor and a motion sensing devices, developed by ROBOTmaker. The sensor is in BETA developers release as a low cost (software configurable) sensor for use within research, technical and hobby projects. == Overview == The 360-degree sensor was originally designed as a short range micro robot proximity sensor and mainly intended for Swarm robotics, Ant robotics, Swarm intelligence, autonomous Qaudcopter, Drone, UAV, multi-robot simulations e.g. Jasmine Project where 360 proximity sensing is required to avoid collision with other robots and for simple IR inter-robot communications. To overcome certain limitation with Infra-red (IR) proximity sensing (e.g. detection of dark surfaces) the sensing module includes ambient light sensing and basic tactile sensing functionality during forward movement sensing/probing providing photovore and photophobe robot swarm behaviours and characteristics. A project named Sensorium Project was started aimed at broadening the Sensors audience beyond its typical robot sensor usage. To demonstrate the sensor's functionality, opensource Java based Integrated Development Environments (IDE) are used, such as Arduino and Processing (programming language).
ChessMachine
The ChessMachine was a chess computer sold between 1991 and 1995 by TASC (The Advanced Software Company). It was unique at the time for incorporating both an ARM2 coprocessor for the chess engine on an ISA card which plugged into an IBM PC and a software interface running on the PC to display a chess board and control the engine. The ISA card was sold with a CPU running at either 16 MHz or 32 MHz, and 128 KB, 512 KB, or 1 MB of onboard memory for transposition tables. This made economic sense at the time of introduction because mainstream PCs were only running from 10 MHz to 25 MHz. Two engines were sold with the card: The King by Johann de Koning and Gideon by Ed Schröder. Gideon was famed for winning two World Computer Chess Championships on this hardware. The King later became the engine used in the popular Chessmaster series of chess programs. TASC later incorporated the technology into a dedicated unit, sold from 1993 to 1997. There were two models, the R30 and R40, running at 30 MHz and 40 MHz respectively, and having 512 KB and 1 MB of transposition tables, respectively. The SmartBoard, a wooden sensory board, was connected to the units, which were in tiny boxes approximately the size of chess clocks. They were only sold with The King chess engine. This was the end of the era of strong dedicated chess computers, and these two models are acknowledged as the strongest dedicated chess computers that were ever sold. At the height of its strength, the R30 attained a rating over 2350 on computer rating lists, higher than any other dedicated unit. According to the SSDF rating list, the R30 held its own against its contemporary programs running a Pentium-90 MHz and won against other dedicated units.
Structured-light 3D scanner
A structured-light 3D scanner is a device used to capture the three-dimensional shape of an object by projecting light patterns, such as grids or stripes, onto its surface. The deformation of these patterns is recorded by cameras and processed using specialized algorithms to generate a detailed 3D model. Structured-light 3D scanning is widely employed in fields such as industrial design, quality control, cultural heritage preservation, augmented reality gaming, and medical imaging. Compared to laser-based 3D scanning, structured-light scanners use non-coherent light sources, such as LEDs or projectors, which enable faster data acquisition and eliminate potential safety concerns associated with lasers. However, the accuracy of structured-light scanning can be influenced by external factors, including ambient lighting conditions and the reflective properties of the scanned object. == Principle == Projecting a narrow band of light onto a three-dimensional surface creates a line of illumination that appears distorted when viewed from perspectives other than that of the projector. This distortion can be analyzed to reconstruct the geometry of the surface, a technique known as light sectioning. Projecting patterns composed of multiple stripes or arbitrary fringes simultaneously enables the acquisition of numerous data points at once, improving scanning speed. While various structured light projection techniques exist, parallel stripe patterns are among the most commonly used. By analyzing the displacement of these stripes, the three-dimensional coordinates of surface details can be accurately determined. === Generation of light patterns === Two major methods of stripe pattern generation have been established: Laser interference and projection. The laser interference method works with two wide planar laser beam fronts. Their interference results in regular, equidistant line patterns. Different pattern sizes can be obtained by changing the angle between these beams. The method allows for the exact and easy generation of very fine patterns with unlimited depth of field. Disadvantages are high cost of implementation, difficulties providing the ideal beam geometry, and laser typical effects like speckle noise and the possible self interference with beam parts reflected from objects. Typically, there is no means of modulating individual stripes, such as with Gray codes. The projection method uses incoherent light and basically works like a video projector. Patterns are usually generated by passing light through a digital spatial light modulator, typically based on one of the three currently most widespread digital projection technologies, transmissive liquid crystal, reflective liquid crystal on silicon (LCOS) or digital light processing (DLP; moving micro mirror) modulators, which have various comparative advantages and disadvantages for this application. Other methods of projection could be and have been used, however. Patterns generated by digital display projectors have small discontinuities due to the pixel boundaries in the displays. Sufficiently small boundaries however can practically be neglected as they are evened out by the slightest defocus. A typical measuring assembly consists of one projector and at least one camera. For many applications, two cameras on opposite sides of the projector have been established as useful. Invisible (or imperceptible) structured light uses structured light without interfering with other computer vision tasks for which the projected pattern will be confusing. Example methods include the use of infrared light or of extremely high framerates alternating between two exact opposite patterns. === Calibration === Geometric distortions by optics and perspective must be compensated by a calibration of the measuring equipment, using special calibration patterns and surfaces. A mathematical model is used for describing the imaging properties of projector and cameras. Essentially based on the simple geometric properties of a pinhole camera, the model also has to take into account the geometric distortions and optical aberration of projector and camera lenses. The parameters of the camera as well as its orientation in space can be determined by a series of calibration measurements, using photogrammetric bundle adjustment. === Analysis of stripe patterns === There are several depth cues contained in the observed stripe patterns. The displacement of any single stripe can directly be converted into 3D coordinates. For this purpose, the individual stripe has to be identified, which can for example be accomplished by tracing or counting stripes (pattern recognition method). Another common method projects alternating stripe patterns, resulting in binary Gray code sequences identifying the number of each individual stripe hitting the object. An important depth cue also results from the varying stripe widths along the object surface. Stripe width is a function of the steepness of a surface part, i.e. the first derivative of the elevation. Stripe frequency and phase deliver similar cues and can be analyzed by a Fourier transform. Finally, the wavelet transform has recently been discussed for the same purpose. In many practical implementations, series of measurements combining pattern recognition, Gray codes and Fourier transform are obtained for a complete and unambiguous reconstruction of shapes. Another method also belonging to the area of fringe projection has been demonstrated, utilizing the depth of field of the camera. It is also possible to use projected patterns primarily as a means of structure insertion into scenes, for an essentially photogrammetric acquisition. === Precision and range === The optical resolution of fringe projection methods depends on the width of the stripes used and their optical quality. It is also limited by the wavelength of light. An extreme reduction of stripe width proves inefficient due to limitations in depth of field, camera resolution and display resolution. Therefore, the phase shift method has been widely established: A number of at least 3, typically about 10 exposures are taken with slightly shifted stripes. The first theoretical deductions of this method relied on stripes with a sine wave shaped intensity modulation, but the methods work with "rectangular" modulated stripes, as delivered from LCD or DLP displays as well. By phase shifting, surface detail of e.g. 1/10 the stripe pitch can be resolved. Current optical stripe pattern profilometry hence allows for detail resolutions down to the wavelength of light, below 1 micrometer in practice or, with larger stripe patterns, to approx. 1/10 of the stripe width. Concerning level accuracy, interpolating over several pixels of the acquired camera image can yield a reliable height resolution and also accuracy, down to 1/50 pixel. Arbitrarily large objects can be measured with accordingly large stripe patterns and setups. Practical applications are documented involving objects several meters in size. Typical accuracy figures are: Planarity of a 2-foot (0.61 m) wide surface, to 10 micrometres (0.00039 in). Shape of a motor combustion chamber to 2 micrometres (7.9×10−5 in) (elevation), yielding a volume accuracy 10 times better than with volumetric dosing. Shape of an object 2 inches (51 mm) large, to about 1 micrometre (3.9×10−5 in) Radius of a blade edge of e.g. 10 micrometres (0.00039 in), to ±0.4 μm === Navigation === As the method can measure shapes from only one perspective at a time, complete 3D shapes have to be combined from different measurements in different angles. This can be accomplished by attaching marker points to the object and combining perspectives afterwards by matching these markers. The process can be automated, by mounting the object on a motorized turntable on robotic inspection cell, or CNC positioning device. Markers can as well be applied on a positioning device instead of the object itself. The 3D data gathered can be used to retrieve CAD (computer aided design) data and models from existing components (reverse engineering), hand formed samples or sculptures, natural objects or artifacts. === Challenges === As with all optical methods, reflective or transparent surfaces raise difficulties. Reflections cause light to be reflected either away from the camera or right into its optics. In both cases, the dynamic range of the camera can be exceeded. Transparent or semi-transparent surfaces also cause major difficulties. In these cases, coating the surfaces with a thin opaque lacquer just for measuring purposes is a common practice. A recent method handles highly reflective and specular objects by inserting a 1-dimensional diffuser between the light source (e.g., projector) and the object to be scanned. Alternative optical techniques have been proposed for handling perfectly transparent and specular objects. Double reflections and inter-reflections can cause the stripe pattern to be overlaid with unwanted ligh
Knowledge space
In mathematical psychology and education theory, a knowledge space is a combinatorial structure used to formulate mathematical models describing the progression of a human learner. Knowledge spaces were introduced in 1985 by Jean-Paul Doignon and Jean-Claude Falmagne, and remain in extensive use in the education theory. Modern applications include two computerized tutoring systems, ALEKS and the defunct RATH. Formally, a knowledge space assumes that a domain of knowledge is a collection of concepts or skills, each of which must be eventually mastered. Not all concepts are interchangeable; some require other concepts as prerequisites. Conversely, competency at one skill may ease the acquisition of another through similarity. A knowledge space marks out which collections of skills are feasible: they can be learned without mastering any other skills. Under reasonable assumptions, the collection of feasible competencies forms the mathematical structure known as an antimatroid. Researchers and educators usually explore the structure of a discipline's knowledge space as a latent class model. == Motivation == Knowledge Space Theory attempts to address shortcomings of standardized testing when used in educational psychometry. Common tests, such as the SAT and ACT, compress a student's knowledge into a very small range of ordinal ranks, in the process effacing the conceptual dependencies between questions. Consequently, the tests cannot distinguish between true understanding and guesses, nor can they identify a student's particular weaknesses, only the general proportion of skills mastered. The goal of knowledge space theory is to provide a language by which exams can communicate What the student can do and What the student is ready to learn. == Model structure == Knowledge Space Theory-based models presume that an educational subject S can be modeled as a finite set Q of concepts, skills, or topics. Each feasible state of knowledge about S is then a subset of Q; the set of all such feasible states is K. The precise term for the information (Q, K) depends on the extent to which K satisfies certain axioms: A knowledge structure assumes that K contains the empty set (a student may know nothing about S) and Q itself (a student may have fully mastered S). A knowledge space is a knowledge structure that is closed under set union: if, for each topic, there is an expert in a class on that topic, then it is possible, with enough time and effort, for each student in the class to become an expert on all those topics simultaneously. A quasi-ordinal knowledge space is a knowledge space that is also closed under set intersection: if student a knows topics A and B; and student c knows topics B and C; then it is possible for another student b to know only topic B. A well-graded knowledge space or learning space is a knowledge space satisfying the following axiom: If S∈K, then there exists x∈S such that S\{x}∈K In educational terms, any feasible body of knowledge can be learned one concept at a time. === Prerequisite partial order === The more contentful axioms associated with quasi-ordinal and well-graded knowledge spaces each imply that the knowledge space forms a well-understood (and heavily studied) mathematical structure: A quasi-ordinal knowledge space can be associated with a distributive lattice under set union and set intersection. The name "quasi-ordinal" arises from Birkhoff's representation theorem, which explains that distributive lattices uniquely correspond to partial orders. A well-graded knowledge space is an antimatroid, a type of mathematical structure that describes certain problems solvable with a greedy algorithm. In either case, the mathematical structure implies that set inclusion defines partial order on K, interpretable as an educational prerequirement: if a(⪯)b in this partial order, then a must be learned before b. === Inner and outer fringe === The prerequisite partial order does not uniquely identify a curriculum; some concepts may lead to a variety of other possible topics. But the covering relation associated with the prerequisite partial does control curricular structure: if students know a before a lesson and b immediately after, then b must cover a in the partial order. In such a circumstance, the new topics covered between a and b constitute the outer fringe of a ("what the student was ready to learn") and the inner fringe of b ("what the student just learned"). == Construction of knowledge spaces == In practice, there exist several methods to construct knowledge spaces. The most frequently used method is querying experts. There exist several querying algorithms that allow one or several experts to construct a knowledge space by answering a sequence of simple questions. Another method is to construct the knowledge space by explorative data analysis (for example by item tree analysis) from data. A third method is to derive the knowledge space from an analysis of the problem solving processes in the corresponding domain.