Wednesday, September 2, 2026

AI Efficiency Could Cost Us the Next Generation of Experts


<img src="https://spectrum.ieee.org/media-library/human-and-robotic-hands-share-a-caliper-over-technical-engineering-blueprints.png?id=67702640&width=1200&height=800&coordinates=0%2C90%2C0%2C91"/><br/><br/><p><span>A little over a decade ago, I led the controls design for a first-of-its-kind full digital control system for a U.S. nuclear plant. It was, on paper, a beautiful machine—engineered to run itself the way a modern airliner does, with operators watching over a system that rarely needed them. And we made a decision that, to an efficiency-minded observer, looked backward: We deliberately left manual steps inside sequences the system could execute on its own.</span></p><p>We were solving a specific problem. An operator who only ever supervises automation slowly stops being an operator. The hands go cold. The mental model of what the plant is actually doing gets fuzzy. Then comes the day the automation hands control back. It’s always the worst day, because automation only quits when it’s confused or in trouble. But by then, you have a person in the chair who hasn’t truly operated the thing in years. The manual steps were there to keep the human current. It was inefficient by design, on purpose.</p><p>That plant, as it happened, was never built. It was shelved amid the politics and economics that surround <a href="https://spectrum.ieee.org/tag/nuclear-power" target="_blank">nuclear power</a> in this country, for reasons that had nothing to do with the engineering. But the design instinct outlived the project, and I’ve come to believe it’s the most useful idea I can offer to the argument now consuming every boardroom: What happens to human expertise when AI does the work that used to build it?</p><h2>AI Is Disrupting the Engineering Career Ladder</h2><p>The data has gotten hard to wave away. A Harvard University working paper covering some 65 million workers at more than 280,000 U.S. firms found that after companies adopted generative AI, <a href="https://papers.ssrn.com/sol3/papers.cfm?abstract_id=5425555" target="_blank">junior employment fell roughly 9 percent</a> within six quarters relative to non-adopters, while senior employment kept right on growing. A Stanford analysis of ADP payroll records points the same way: The youngest workers in the most AI-exposed occupations <a href="https://digitaleconomy.stanford.edu/publication/canaries-in-the-coal-mine-six-facts-about-the-recent-employment-effects-of-artificial-intelligence/" target="_blank">lost ground after late 2022</a> while their more experienced colleagues held theirs. The Stanford researchers found that the losses concentrate where AI automates the work; where it merely augments, junior employment holds steady or rises.</p><p>The causal story is still contested, and honesty requires saying so. Researchers at the New York Fed attribute much of the rise in young-graduate unemployment <a href="https://libertystreeteconomics.newyorkfed.org/2026/06/remote-work-leaves-younger-workers-sidelined/" target="_blank">not to AI but to remote work</a>, arguing that firms are reluctant to hire inexperienced people whom they cannot train and mentor at a distance. But notice what the explanations share. Whether a model is absorbing the formative work or distance is severing the mentorship around it, both describe the same broken mechanism: the apprenticeship channel through which expertise passes from senior to junior. Either way, “entry-level” has quietly come to mean “three years of experience required.”</p><p>Strip away the noise and you’re left with one deceptively simple problem: you cannot become a senior engineer without first being a <a href="https://spectrum.ieee.org/ai-effect-entry-level-jobs" target="_blank">junior one</a><em>.</em> Expertise is not downloaded. It is earned through failed builds, dead-end debugging sessions, and the “why on earth did that work” moments that a capable AI will now happily spare the newcomer. Spare them enough of those, and you produce a cohort that can supervise a model on paper but never developed the gut sense to know when the model is confidently, catastrophically wrong.</p><p>Most of the commentary stops at the diagnosis, or reaches for policy solutions that treat the loss of junior jobs as an economic problem. Yet it’s also an engineering problem, and safety-critical fields have already spent decades learning how to solve it.</p><h2>Aviation’s Lessons About the Automation Paradox</h2><p>My own career started at the sharp end of automation. My first job out of school was verifying and validating the software in the digital jet-engine controller that decides, faster than any pilot could, how a fighter plane’s engine responds. Even then, in the late 1980s, the central tension was visible: The machine outperforms the human in routine cases, but the human is all that stands between the aircraft and disaster in the cases the machine didn’t anticipate. This tension is known as the <a href="https://spectrum.ieee.org/tag/automation-paradox" target="_blank">automation paradox</a>, in which increasingly capable automation gives human operators less practice, while leaving them only the most difficult situations.</p><p>Aviation learned, repeatedly and expensively, what happens when human skills atrophy inside that gap. The canonical example is <a href="https://en.wikipedia.org/wiki/Air_France_Flight_447" rel="noopener noreferrer" target="_blank">Air France flight 447</a>, which fell into the Atlantic in 2009. The proximate cause was mundane. Iced-over airspeed sensors fed the autopilot bad data, and it did what it is designed to do: it disconnected and handed control of the airplane back to the crew. What followed was not a hardware failure. It was a competence failure. A recoverable situation became an unrecoverable one because the pilots, conditioned by thousands of hours of watching the automation fly, could not read a high-altitude aerodynamic stall and hand-fly their way out of it. The airplane was working. The training the automation had quietly eroded was not.</p><p>The industry’s response is instructive, and it’s the same move we made in that nuclear control room. It did not rip out the autopilot. It built deliberate manual practice back in. In 2017 the FAA issued Safety Alert for Operators 17007, “<a href="https://www.faa.gov/sites/faa.gov/files/2022-11/SAFO17007.pdf" rel="noopener noreferrer" target="_blank">Manual Flight Operations Proficiency,</a>” declaring that “manual flight is the foundation upon which other technical flying skills are built.” The alert formally recognized skill decay as a hazard in its own right. Some airlines amended their procedures to encourage hand-flying both the initial climb and initial descent in benign conditions, knowingly trading a sliver of fuel efficiency to keep the crew’s raw flying skills alive. That trade is the whole point. A perfectly optimized system that produces incompetent operators is not optimized at all. It has simply moved its failure mode somewhere the spreadsheet can’t see it.</p><h2>Manual Gates Could Preserve Engineering Skills</h2><p>Put the aviation lesson and the nuclear instinct side by side and they point to one design pattern we now need in AI-augmented work: the deliberate “manual gate.”</p><p>A manual gate is a point in a workflow where a human takes the controls, not because it is the fastest way to get the task done, and not only as a safety interlock, but specifically to exercise and preserve a skill that would otherwise decay. The distinguishing feature is that it is chosen. You decide, as a matter of design, which competencies your organization must keep alive in human beings because those are the ones you will need on the bad day. Then you engineer the friction required to keep them warm.</p><p>Picture how this might work on a software team that leans on AI for most of its code. The team places a manual gate around the skill it can least afford to lose: <a href="https://spectrum.ieee.org/tag/debugging" target="_blank">debugging</a>. When a defect surfaces in a critical module, the assigned engineer—deliberately, often a junior one—must first reproduce the failure, trace it to root cause, and write an automated test that captures the bug, all with the AI assistant switched off. Only after the engineer commits to a diagnosis does the model come back on, to propose the fix, generate alternatives, and sweep the codebase for similar bugs. The engineer then compares their diagnosis against the model’s. When the two disagree, that’s the design working, surfacing the disagreement before the bad day instead of during it.</p><p>This approach reframes the junior engineer entirely. The instinct today is to let AI do the entry-level work because it is faster and cheaper. But some of that work is not overhead to be eliminated. It is the training apparatus of your future senior staff, and you should protect it the way you’d protect any other piece of critical infrastructure. It may not be efficient this quarter, but dismantling it quietly mortgages your capability a decade out.</p><h2>Why Companies Must Keep Training Junior Engineers</h2><p>None of this is free, and pretending otherwise would insult the people who have to sign the budgets. A deliberate manual gate is, by construction, less efficient in the near term than full automation. Keeping juniors doing formative work and running the manual sequences costs something now to protect something later.</p><p>That’s a hard sell in a market that judges most leaders on quarterly results. A hired executive who carries “unnecessary” humans that AI could replace will hear about it from the board long before the payoff arrives. The math only works for someone insulated from that pressure: a founder with control, a private company, an institution with a genuinely long horizon, or a regulator willing to require workers to demonstrate their skills regularly, as pilots must. Which means the organizations most likely to preserve their own expertise are the ones structurally able to spend short-term margin on long-term capability; everyone else will need that outside push.</p><p>So here is the argument, in one line: Deliberate inefficiency is not waste. In safety-critical engineering we have always known it as insurance, and we buy it on purpose. As AI takes over the work where expertise is forged, the smart move is not to resist the automation. It is to keep our hands on the controls by design—so that when the automation fails, as it always eventually does, there is still someone in the chair who knows how to fly.</p> Reference: https://ift.tt/iUrzhRD

BGP hijack infecting networks caused by a comedy of errors that’s not funny at all


<p>Hackers carried out a supply chain attack that installed malware on networks using an unusual technique: hijacking a chunk of Internet space where cloud management software used by hosting providers, data centers, and other large infrastructure companies is updated.</p> <p>In a well-coordinated operation, the unknown attackers exploited weaknesses in the routing security setup of hosting provider Hetzner Online and the process for attaining valid TLS certificates. The lapses allowed the attackers to successfully perform a BGP (<a href="https://en.wikipedia.org/wiki/Border_Gateway_Protocol">Border Gateway Protocol</a>) hijacking to obtain control over IP addresses assigned to Softaculous. The company, based in the United Arab Emirates, is the maker of a platform for installing and managing Web software and is the developer of Virtualizor, a management platform for virtualized environments.</p> <p>Softaculous used the IPs to issue updates and host a client and billing site. With control over the hijacked space, the attacker was now using the addresses to push malware masquerading as updates to unsuspecting users.</p><p><a href="https://arstechnica.com/security/2026/09/well-executed-bgp-attack-uses-hijacked-ips-to-infect-real-networks/">Read full article</a></p> <p><a href="https://arstechnica.com/security/2026/09/well-executed-bgp-attack-uses-hijacked-ips-to-infect-real-networks/#comments">Comments</a></p> Reference : https://ift.tt/3HCY4PG

Tuesday, September 1, 2026

IEEE President’s Note: Technology for Social Good


<img src="https://spectrum.ieee.org/media-library/person-wearing-a-scarf-over-a-dark-sweater-with-a-blue-background.png?id=65004859&width=1245&height=700&coordinates=0%2C119%2C0%2C120"/><br/><br/><p>Across IEEE, our strength lies not only in the excellence of our individual communities but also in our ability to bring them together around shared problems that demand interdisciplinary solutions. Our mission as a public charity—to advance technology for the benefit of humanity—is becoming an increasingly powerful differentiator. It is more than a statement of principle; it is a strategic advantage. When engineers and technologists serve with purpose and lead with heart, they strengthen the future of our profession and demonstrate why IEEE is uniquely positioned to lead at the intersection of technology and societal impact.</p><p>IEEE Humanitarian Technologies is a consortium of programs and initiatives—supported by a global network of volunteers and technical professionals—working together to apply technology to solve the world’s most pressing problems. These include <a href="https://empowerabillionlives.org/" rel="noopener noreferrer" target="_blank">Empower a Billion Lives</a>, <a href="https://epics.ieee.org/" rel="noopener noreferrer" target="_blank">EPICSinIEEE</a>, <a href="https://move.ieee.org/" rel="noopener noreferrer" target="_blank">MOVE</a>, <a href="https://reach.ieee.org/" rel="noopener noreferrer" target="_blank">IEEE REACH</a>, <a href="https://sight.ieee.org/" rel="noopener noreferrer" target="_blank">IEEE SIGHT</a>, <a href="https://smartvillage.ieee.org/" rel="noopener noreferrer" target="_blank">IEEE Smart Village</a>, and <a href="https://ieeeht.org/programs/tech4good/" rel="noopener noreferrer" target="_blank">IEEE Tech4Good</a>. These programs embody our mission in action. They are not simply <a data-linked-post="2667201784" href="https://spectrum.ieee.org/ieee-foundation-day" target="_blank">charitable activities</a>; they are strategic assets that help IEEE lead globally, innovate boldly, and remain essential to technical professionals at every stage of their careers. While deeply human in purpose, humanitarian technologies are fundamentally engineering challenges, demanding the full depth of engineering rigor and realized through disciplined, deeply technical work.</p><h2>Cultivating Technical Leaders</h2><p><a data-linked-post="2659065589" href="https://spectrum.ieee.org/new-board-dedicated-humanitarian-activities" target="_blank">IEEE Humanitarian Technologies</a> sits at the intersection of engineering excellence, societal need, and global opportunity. Its programs allow our members to show the world that engineering and technology are forces for good, capable of addressing urgent challenges with precision, creativity, and compassion. These programs do more than inspire; they strengthen the technical ecosystem that underpins IEEE’s leadership.</p><p>Bringing together experts from power and energy, communications, computing, robotics, biomedical engineering, and many other domains to address real-world problems, these interdisciplinary intersections are where breakthroughs emerge. When engineers and technologists collaborate with the right humanitarian frameworks across sectors and cultures, they illuminate new constraints, design pathways, and opportunities that traditional project environments rarely reveal. This is how humanitarian technologies help shape the future of engineering itself.</p><p>These efforts also illustrate a broader opportunity for IEEE. By identifying critical challenges that can be addressed only through collaboration across disciplines, IEEE can mobilize the power of its global community toward solving problems around the world. In doing so, we strengthen both our impact on society and the value we provide to members, partners, and future generations.</p><p>These programs also build the leadership capacity our profession needs. Engineers working in humanitarian contexts learn to navigate ambiguity, engage diverse stakeholders, manage constraints, and design for environments where failure has real human consequences. They develop systems thinking, ethical reasoning, and cross‑cultural fluency—competencies increasingly essential in a world where technology and society are deeply intertwined. They also learn to transition from R&D to implementation by engineering the support, manufacturing, and delivery systems that make solutions viable in specific countries, all while balancing competing requirements. In doing so, humanitarian programs equip professionals with the capabilities that define modern technical practice.</p><p>Humanitarian technologies also help prepare the future technical workforce. Students and young professionals increasingly seek meaningful, high‑impact work. By engaging in purpose‑driven projects, they can discover their own capacity to grow, strengthen their technical skills, and become the leaders and problem‑solvers who will guide our profession forward.</p><h2>Purpose Inspires Engagement</h2><p>Our members feel this deeply. Engagement research shows that members increasingly cited “giving back to my profession and the world community” as a reason for joining the organization and renewing their membership. Those with higher membership grades identify “participation in humanitarian technology efforts” as one of the most satisfying experiences IEEE offers. These are not just data points; they are also signals of what our community values and what it expects IEEE to champion.</p><p>Younger generations amplify this even more. Millennials view IEEE through a global lens, prioritizing “humanitarian impact” and “large-scale collaboration.” One millennial member shared that teaching robotics to children in under-resourced communities transformed them into a deeply engaged member. Gen Z members emphasize inclusivity, environmental responsibility, and purpose-driven engineering, recommending that IEEE offer humanitarian-based challenges and competitions to increase engagement.</p><p>These findings reveal something powerful: Humanitarian programs are not only meaningful; they also are magnetic. They attract younger engineers, keep them engaged, and help them build a professional identity rooted in purpose and impact. They also create loyalty and develop the leadership pipeline IEEE needs for the decades ahead.</p><p>These programs also strengthen our brand. Members across segments describe IEEE as an organization that works hard to make real changes in the world. That perception is not just flattering, it is strategic. It positions IEEE as a global leader in responsible innovation that can be trusted to guide technology for the public good, catalyzing innovation that benefits society at scale.</p><p>As we look ahead, IEEE has an opportunity to become the world’s leading convening force for developing interdisciplinary technology solutions to solve humanity’s most important challenges. Our future relevance will be defined not only by the technologies we advance but also by the problems we choose to help solve.</p><p>Read more powerful stories about how technology is improving lives across global initiatives in the 2025 IEEE Social Impact Report at <a href="https://www.ieee.org/advancing-technology/building-better-world/social-impact-report" rel="noopener noreferrer" target="_blank">ieee.org/advancing-technology/building-better-world/social-impact-report</a>.</p><p>—MARY ELLEN RANDALL</p><p>IEEE president and CEO</p><p>Please share your thoughts with me: <a href="mailto:president@ieee.org">president@ieee.org</a>.</p> Reference: https://ift.tt/wGr7l9D

Monday, August 31, 2026

This Teen Helped Native American Students Earn Ham Radio Licenses


<img src="https://spectrum.ieee.org/media-library/a-teenage-girl-smiling-as-she-stands-in-front-of-a-table-displaying-her-kelvin-water-dropper-project.jpg?id=67701388&width=1200&height=400&coordinates=0%2C417%2C0%2C417"/><br/><br/><p>For many high school students, summer vacation is a time to unplug. For Ruchira Shree, a rising sophomore at <a href="https://www.west-windsor-plainsboro.k12.nj.us/schools/high_school_south" rel="noopener noreferrer" target="_blank">West Windsor–Plainsboro High School South</a>, in New Jersey, the break allows her to ramp up her extracurricular pursuits.</p><p>Much of her time is spent assisting with <a href="https://site.ieee.org/pcjs/" rel="noopener noreferrer" target="_blank">IEEE Princeton Central Jersey Section</a> activities. She got involved with the PCJS because of her mother, IEEE Senior Member <a href="https://www.linkedin.com/in/shubha-bommalingaiahnapallya-315b4a6/" rel="noopener noreferrer" target="_blank">Shubha Bommalingaiahnapallya</a>, who is the section’s vice chair. Bommalingaiahnapallya is a principal engineer at <a href="https://www.intel.com/content/www/us/en/company-overview/company-overview.html" rel="noopener noreferrer" target="_blank">Intel</a>.</p><p>“I started going to the IEEE meetings when I was little,” Shree says. “I used to go with my mom and just sit in the back of the room.”</p><p>This summer she says she’s focusing on improving her mathematics skills by attending the <a href="https://algorithmicthinking.org" rel="noopener noreferrer" target="_blank">Program in Algorithmic and Combinatorial Thinking</a> summer course on math and computer science. She wants to qualify for the <a href="https://maa.org/news/2025-26-aime-thresholds-are-now-available/" rel="noopener noreferrer" target="_blank">American Invitational Mathematics Examination</a>, an event for the top <a href="https://maa.org/student-programs/amc/" rel="noopener noreferrer" target="_blank">American Mathematics Competitions</a> scorers. She earned a place on the AMC 8 honor roll—a recognition awarded to the top 1 percent of participants in the national competition—when she was in seventh grade.</p><p>Shree’s IEEE involvement and her advanced math skills caught the attention of an internship recruiter for the <a href="https://aimathcircles.org" rel="noopener noreferrer" target="_blank">Alliance for Indigenous Math Circles</a>, a group dedicated to expanding STEM opportunities for Native American students. The AIMC organizes and sponsors weeklong overnight camps. Interns assist with activities and teach some of the sessions. Shree met a recruiter at one of the section’s events, and she interned at one of the camps last year.</p><h2>The IEEE-math camp connection</h2><p>Shree’s involvement with the PCJS evolved naturally as she got older, she says, along the way preparing name badges and tackling similar assignments. She met <a href="https://www.linkedin.com/in/francis-o-connell-8a43281/" rel="noopener noreferrer" target="_blank">Francis O’Connell</a>, an IEEE life senior member and founder of <a href="https://fxoinc.com" rel="noopener noreferrer" target="_blank">FXO</a>, in Plainsboro, N.J. O’Connell is the treasurer of the IEEE <a href="https://ieeexplore.ieee.org/xpl/conhome/1801287/all-proceedings" rel="noopener noreferrer" target="_blank">Integrated STEM in Education Conference</a> (ISEC).</p><p>He has been a mentor to Shree for the past two years, he says.</p><p>At last year’s ISEC, she assisted at the registration desk and met Harini Frederickson, an AIMC intern recruiter for New Jersey.</p><p>Frederickson invited Shree, along with nine other students, to volunteer at an upcoming camp being held in Santa Fe, N.M.</p><p>“Ruchira is a real go-getter,” Frederickson says. “When she has an idea, she follows through and doesn’t get easily discouraged.”</p><p>The AIMC was created to address an important need, says math teacher <a href="https://www.linkedin.com/in/donnafernandez345/" rel="noopener noreferrer" target="_blank">Donna Fernandez</a>, codirector of the organization. U.S. Indigenous students have <a href="https://ncses.nsf.gov/pubs/nsb20212/participation-of-demographic-groups-in-stem" rel="noopener noreferrer" target="_blank">the lowest rate of pursuing STEM studies</a> across all demographics, according to the U.S. National Science Foundation. Systemic barriers such as a lack of role models in STEM fields, socioeconomic inequities, and Eurocentric teaching frameworks are some of the reasons, <a href="https://www.linkedin.com/in/rechel-shrisunder-2195ab1a4/?skipRedirect=true" rel="noopener noreferrer" target="_blank">Rechel Shrisunder</a> and <a href="https://www.linkedin.com/in/dwight-figueiredo-b549b5162/" rel="noopener noreferrer" target="_blank">Dwight Figueiredo</a> wrote in <a href="https://www.intechopen.com/chapters/1208282" rel="noopener noreferrer" target="_blank">a chapter</a> of <a href="https://www.intechopen.com/books/1004306" rel="noopener noreferrer" target="_blank"><em><em>Minorities: New Challenges and Horizons</em></em></a>, a book edited by <a href="https://www.intechopen.com/profiles/422052" rel="noopener noreferrer" target="_blank">John R. Hermann</a>.</p><p>Indigenous people have a long tradition of mathematics, Fernandez says. She cites the <a href="https://www.nationalww2museum.org/war/articles/american-indian-code-talkers" rel="noopener noreferrer" target="_blank">Navajo code talkers</a> from World War II as examples. The Navajo, along with 14 other Indigenous tribes, used their native languages to code and transmit critical messages for the U.S. military during the war.</p><p>There was a student at camp whose grandfather was a code talker, Shree says.</p><p>Navajo people also use math to build <a href="https://www.navajorug.com/blogs/news/hogans-the-center-of-the-navajo-world" rel="noopener noreferrer" target="_blank">hogans</a>: conical dwellings that require precise calculations to construct. Native communities have used math when building the structures for centuries, Fernandez says.</p><p>Fernandez believes typical classroom math curricula overlook the importance of mathematics in Indigenous cultures. Combining STEM activities with cultural elements helps Indigenous students better understand their ancestors’ role as mathematicians, she says.</p><p>That, in turn, helps the students see themselves in those careers, she adds.</p><p>The AIMC was built upon a program already in place: the <a href="https://mathcircles.org/circles/navajo-nation-math-circles/" rel="noopener noreferrer" target="_blank">Navajo Nation Math Circles</a>, founded in 2012 by three university professors. Their goal was to provide the Navajo Nation’s students with tools to overcome barriers to STEM education.</p><p>To expand the <a href="https://mathcircles.org/about/" rel="noopener noreferrer" target="_blank">math circle</a> program, the AIMC was added to reach Indigenous students in the Four Corners area of Arizona, Colorado, New Mexico, and Utah.</p><p>Since 2017, the organization has run two camps every year at the <a href="https://navajoprep.com" rel="noopener noreferrer" target="_blank">Navajo Preparatory School</a> in Farmington, N.M. In 2025 one camp was moved to the <a href="https://www.sfis.k12.nm.us" rel="noopener noreferrer" target="_blank">Santa Fe Indian School</a>.</p><p>During each weeklong event, students and interns work in math circles. It’s a cooperative way to solve problems creatively, organizers say. Students collaborate on STEM-focused projects and learn from Indigenous STEM professionals. Interns also get the opportunity to experience an off-site cultural event.</p><p>The camps are free for students, thanks to sponsorships and donations. Teachers and interns cover their own travel expenses. Shree secured a US $1,500 sponsorship grant through the PCJS.</p><h2>Building relationships through STEM activities</h2><p>Relationships are an influential part of the week, Fernandez says: “One of the best things we see at the camp is that students return the following year and ask, ‘Is so-and-so intern coming back this year?’ They remember the relationships they developed, especially the cultural exchanges they had.</p><p>“Those exchanges go both ways, benefiting the interns too.”</p><p>Students spend mornings at camp working in math circles, then gather for a wrangle, during which each team defends its math circle answer and challenges other teams’ solutions. Shree and the other interns are on hand to answer questions and observe the teams as they work through the math circle problems.</p><p>“Math problems typically have very binary answers,” she says. “But in math circles, you focus more on talking through your answers to open-ended questions and learning from each other.”</p><p>Students spend afternoons working on projects. In one, the students used household items to create a replica of the <a href="https://en.wikipedia.org/wiki/Batmobile" rel="noopener noreferrer" target="_blank">Batmobile</a>, Shree says. The car was required to be self-propelled without an engine. Balloons were a popular alternative.</p><p>Another activity focused on the Indigenous tradition of basket weaving. Students learned the cultural meaning behind traditional designs while understanding how geometry concepts influenced the finished product.</p><p class="shortcode-media shortcode-media-rebelmouse-image"> <img alt="Native American middle school students sitting on a classroom floor while solving a mathematical pattern-matching game together." class="rm-shortcode" data-rm-shortcode-id="d9ca995e82df9126dad8b761afa9da8c" data-rm-shortcode-name="rebelmouse-image" id="c2506" loading="lazy" src="https://spectrum.ieee.org/media-library/native-american-middle-school-students-sitting-on-a-classroom-floor-while-solving-a-mathematical-pattern-matching-game-together.jpg?id=67701402&width=980"/> <small class="image-media media-caption" placeholder="Add Photo Caption...">These Native American middle school students work on solving a mathematical pattern-matching game, one of the activities held at the summer camp.</small><small class="image-media media-photo-credit" placeholder="Add Photo Credit...">Ruchira Shree</small></p><h2>Role models inspire students</h2><p>“Because there’s a lack of Indigenous STEM role models, many Native American students don’t see themselves in mathematics or science,” Shree says.</p><p>To bridge that gap, Fernandez ensures Indigenous role models are part of the camp. Some of the people who spoke with students during Shree’s internship were <a href="https://bse.berkeley.edu/jessica-benally" target="_blank">Jessica Benally</a>, a Ph.D. student in the learning sciences and human development program at the <a href="https://www.berkeley.edu" rel="noopener noreferrer" target="_blank">University of California, Berkeley</a>, and engineers from the <a href="https://ess.unm.edu/programs/k-12-opportunities/nm-mesa.html" rel="noopener noreferrer" target="_blank">New Mexico Mathematics, Engineering, and Science Achievement</a> program, which supports underrepresented preuniversity students.</p><p>“I believe the students were very inspired,” Shree says, “because they could see how they themselves could pursue STEM careers. They had people to look up to in the field who had come from backgrounds just like theirs.”</p><h2>Interns in action</h2><p>The interns’ primary responsibility was leading a two-hour, after-dinner Radio Weaves session. They taught students about a popular communication technology that doesn’t require the Internet or cell towers.</p><p><a href="https://spectrum.ieee.org/ham-radio" target="_self">Ham radio</a>, also known as <a href="https://spectrum.ieee.org/tag/amateur-radio" target="_self">amateur radio</a>, is a communication method that uses designated frequencies. In the United States, anyone can listen to amateur radio transmissions; to legally transmit on the frequencies, though, a user needs a <a href="https://www.fcc.gov" rel="noopener noreferrer" target="_blank">Federal Communications Commission</a> license. The Radio Weaves project is designed to prepare students to pass the FCC <a href="https://www.arrl.org/getting-your-technician-license" rel="noopener noreferrer" target="_blank">technician license exam</a>.</p><p>To make that happen, the interns customized <a href="https://www.gimkit.com" rel="noopener noreferrer" target="_blank">Gimkit</a>, a learning game, loading it with radio-specific content that mirrored topics that could appear on the test.</p><p>Each intern worked with two or three students to complete the Gimkit materials.</p><p>Frederickson, who was on hand for the camp, says the aim was to send students home with something tangible that demonstrated their STEM accomplishments.</p><p>Nearly all the students passed the exam on the first try, she says, and she worked with those who didn’t to retake the test.</p><p>All the students ultimately received their license, she says.</p><h2>Inspiration comes in several forms</h2><p>The interns took an afternoon off to attend a <a href="https://indianpueblo.org/feast-days/" rel="noopener noreferrer" target="_blank">Pueblo Feast Day</a>, a celebration filled with music and dance that culminated in visits with nearby families, with whom they shared dinner.</p><p>“The tradition is very generous and community-based,” Shree says. “It represents that every home in the village will welcome any guest to have a meal.”</p><p>The feast was the highlight of Shree’s week, she says: “I got to really experience Native American culture firsthand.”</p><p>The students inspired her, she says.</p><p>“Seeing the joy on their faces when they passed the technician exam or when they got a math problem correct showed me how much joy they find in learning,” she says. “It made me realize that I want to help provide more opportunities for them to learn and challenge themselves.”</p><p class="pull-quote">“Because there’s a lack of Indigenous STEM role models, many Native American students don’t see themselves in mathematics or science.” <strong>—Ruchira Shree</strong></p><p>That realization spurred her idea for a new initiative. After she returned home, she founded <a href="https://www.rukiecookie.org" target="_blank">Rukie Cookie</a> to create “safe, inclusive, and inspiring spaces where youths explore STEAM [and] build curiosity, strategic thinking, and innovation—empowering them to become confident leaders and active contributors to a more just and equitable society,” according to the project’s website.</p><p>Baking is one of Shree’s hobbies, and she sees it as a way to fulfill a financial need she observed at camp.</p><p>“I noticed that at lunch breaks, they [camp students] used to play chess on the side, but they couldn’t actually participate in tournaments because that requires a <a href="https://new.uschess.org" rel="noopener noreferrer" target="_blank">U.S. Chess Federation</a> (USCF) membership fee, which they couldn’t afford,” she says. Shree bakes cookies and sells them at PCJS events. Proceeds go toward youth chess classes and USCF memberships for children in underrepresented communities.</p><p>She has raised enough money to sponsor six USCF memberships, five of whom are camp attendees, she says.</p><p>“I hope that the students I have gotten a membership for will continue growing their passion for chess,” she says, “but also that it will encourage them to challenge themselves with difficult problems.”</p><h2>What’s next?</h2><p>Shree planned to attend an AIMC camp this year, she says, but it was canceled due to resourcing issues. She says she intends to return next year with goals of adding a formal chess component to the schedule and continuing to help more students overcome financial hurdles to join the USCF.</p><p>She’s also writing a novel about Alzheimer’s disease and identity loss, and she’s conducting independent research on cognitive decline at the <a href="https://www.njit.edu" rel="noopener noreferrer" target="_blank">New Jersey Institute of Technology</a>. Watching her great-grandmother struggle with the condition sparked her interest in the subject, she says.</p><p>She is confident STEM will be part of her future, she says. Math and cognitive science are areas of interest she plans to study, but she’s still undecided about a major. Her interest in Alzheimer’s research and a desire to apply AI to health care will influence her decision, she says.</p><p>She adds that she plans to join IEEE once she’s eligible.</p> Reference: https://ift.tt/wtYVb2I

Think twice before installing this device promising free movies


<p>As online services get better at blocking malicious traffic, the attackers and scammers behind them have been forced to find new ways to reach their targets. The alternative of choice is now what are known as residential proxy networks. These systems funnel millions of home Internet connections into a unified network, and the proxy operators allow attackers to route their malicious traffic through these connections for a fee. The online services see only IP addresses with good reputations and geolocations that don’t stand out.</p> <p>More often than not, the home users have no idea that their connections are being used to facilitate crime and occasionally even <a href="https://arstechnica.com/security/2023/09/china-state-hackers-are-camping-out-in-cisco-routers-us-and-japan-warn/">nation-state attacks</a>. Users who do know often don’t care much. In exchange for leasing out part of their unlimited bandwidth to others, many get free movie and TV show streaming. Several less tech-savvy people I know who own such digital media players have told me, after I explain how the media players piggyback off their connections, that the bonanza of content is worth it. They find the tangible benefits outweigh the abstract harm they pose.</p> <h2>Infecting already compromised devices</h2> <p>Research published Monday brings the threat into much clearer view. Security firm Plume cataloged a vast ecosystem of malware that preys squarely on users of <a href="https://mysuperboxtv.com/">SuperBox</a>, just one of many media players offering pirated content. These malicious apps can be surreptitiously installed by remote attackers even when the devices are positioned behind a router. While Monday’s deep-dive analysis focused exclusively on SuperBox, Plume warned that dozens of similar streaming devices pose precisely the same threat.</p><p><a href="https://arstechnica.com/security/2026/08/how-some-media-streaming-devices-open-home-networks-to-a-world-of-harm/">Read full article</a></p> <p><a href="https://arstechnica.com/security/2026/08/how-some-media-streaming-devices-open-home-networks-to-a-world-of-harm/#comments">Comments</a></p> Reference : https://ift.tt/XZnDi1a

This Teen Helped Native American Students Earn Ham Radio Licenses


<img src="https://spectrum.ieee.org/media-library/a-teenage-girl-smiling-as-she-stands-in-front-of-a-table-displaying-her-kelvin-water-dropper-project.jpg?id=67701388&width=1200&height=400&coordinates=0%2C417%2C0%2C417"/><br/><br/><p>For many high school students, summer vacation is a time to unplug. For Ruchira Shree, a rising sophomore at <a href="https://www.west-windsor-plainsboro.k12.nj.us/schools/high_school_south" rel="noopener noreferrer" target="_blank">West Windsor–Plainsboro High School South</a>, in New Jersey, the break allows her to ramp up her extracurricular pursuits.</p><p>Much of her time is spent assisting with <a href="https://site.ieee.org/pcjs/" rel="noopener noreferrer" target="_blank">IEEE Princeton Central Jersey Section</a> activities. She got involved with the PCJS because of her mother, IEEE Senior Member <a href="https://www.linkedin.com/in/shubha-bommalingaiahnapallya-315b4a6/" rel="noopener noreferrer" target="_blank">Shubha Bommalingaiahnapallya</a>, who is the section’s vice chair. Bommalingaiahnapallya is a principal engineer at <a href="https://www.intel.com/content/www/us/en/company-overview/company-overview.html" rel="noopener noreferrer" target="_blank">Intel</a>.</p><p>“I started going to the IEEE meetings when I was little,” Shree says. “I used to go with my mom and just sit in the back of the room.”</p><p>This summer she says she’s focusing on improving her mathematics skills by attending the <a href="https://algorithmicthinking.org" rel="noopener noreferrer" target="_blank">Program in Algorithmic and Combinatorial Thinking</a> summer course on math and computer science. She wants to qualify for the <a href="https://maa.org/news/2025-26-aime-thresholds-are-now-available/" rel="noopener noreferrer" target="_blank">American Invitational Mathematics Examination</a>, an event for the top <a href="https://maa.org/student-programs/amc/" rel="noopener noreferrer" target="_blank">American Mathematics Competitions</a> scorers. She earned a place on the AMC 8 honor roll—a recognition awarded to the top 1 percent of participants in the national competition—when she was in seventh grade.</p><p>Shree’s IEEE involvement and her advanced math skills caught the attention of an internship recruiter for the <a href="https://aimathcircles.org" rel="noopener noreferrer" target="_blank">Alliance for Indigenous Math Circles</a>, a group dedicated to expanding STEM opportunities for Native American students. The AIMC organizes and sponsors weeklong overnight camps. Interns assist with activities and teach some of the sessions. Shree met a recruiter at one of the section’s events, and she interned at one of the camps last year.</p><h2>The IEEE-math camp connection</h2><p>Shree’s involvement with the PCJS evolved naturally as she got older, she says, along the way preparing name badges and tackling similar assignments. She met <a href="https://www.linkedin.com/in/francis-o-connell-8a43281/" rel="noopener noreferrer" target="_blank">Francis O’Connell</a>, an IEEE life senior member and founder of <a href="https://fxoinc.com" rel="noopener noreferrer" target="_blank">FXO</a>, in Plainsboro, N.J. O’Connell is the treasurer of the IEEE <a href="https://ieeexplore.ieee.org/xpl/conhome/1801287/all-proceedings" rel="noopener noreferrer" target="_blank">Integrated STEM in Education Conference</a> (ISEC).</p><p>He has been a mentor to Shree for the past two years, he says.</p><p>At last year’s ISEC, she assisted at the registration desk and met Harini Frederickson, an AIMC intern recruiter for New Jersey.</p><p>Frederickson invited Shree, along with nine other students, to volunteer at an upcoming camp being held in Santa Fe, N.M.</p><p>“Ruchira is a real go-getter,” Frederickson says. “When she has an idea, she follows through and doesn’t get easily discouraged.”</p><p>The AIMC was created to address an important need, says math teacher <a href="https://www.linkedin.com/in/donnafernandez345/" rel="noopener noreferrer" target="_blank">Donna Fernandez</a>, codirector of the organization. U.S. Indigenous students have <a href="https://ncses.nsf.gov/pubs/nsb20212/participation-of-demographic-groups-in-stem" rel="noopener noreferrer" target="_blank">the lowest rate of pursuing STEM studies</a> across all demographics, according to the U.S. National Science Foundation. Systemic barriers such as a lack of role models in STEM fields, socioeconomic inequities, and Eurocentric teaching frameworks are some of the reasons, <a href="https://www.linkedin.com/in/rechel-shrisunder-2195ab1a4/?skipRedirect=true" rel="noopener noreferrer" target="_blank">Rechel Shrisunder</a> and <a href="https://www.linkedin.com/in/dwight-figueiredo-b549b5162/" rel="noopener noreferrer" target="_blank">Dwight Figueiredo</a> wrote in <a href="https://www.intechopen.com/chapters/1208282" rel="noopener noreferrer" target="_blank">a chapter</a> of <a href="https://www.intechopen.com/books/1004306" rel="noopener noreferrer" target="_blank"><em><em>Minorities: New Challenges and Horizons</em></em></a>, a book edited by <a href="https://www.intechopen.com/profiles/422052" rel="noopener noreferrer" target="_blank">John R. Hermann</a>.</p><p>Indigenous people have a long tradition of mathematics, Fernandez says. She cites the <a href="https://www.nationalww2museum.org/war/articles/american-indian-code-talkers" rel="noopener noreferrer" target="_blank">Navajo code talkers</a> from World War II as examples. The Navajo, along with 14 other Indigenous tribes, used their native languages to code and transmit critical messages for the U.S. military during the war.</p><p>There was a student at camp whose grandfather was a code talker, Shree says.</p><p>Navajo people also use math to build <a href="https://www.navajorug.com/blogs/news/hogans-the-center-of-the-navajo-world" rel="noopener noreferrer" target="_blank">hogans</a>: conical dwellings that require precise calculations to construct. Native communities have used math when building the structures for centuries, Fernandez says.</p><p>Fernandez believes typical classroom math curricula overlook the importance of mathematics in Indigenous cultures. Combining STEM activities with cultural elements helps Indigenous students better understand their ancestors’ role as mathematicians, she says.</p><p>That, in turn, helps the students see themselves in those careers, she adds.</p><p>The AIMC was built upon a program already in place: the <a href="https://mathcircles.org/circles/navajo-nation-math-circles/" rel="noopener noreferrer" target="_blank">Navajo Nation Math Circles</a>, founded in 2012 by three university professors. Their goal was to provide the Navajo Nation’s students with tools to overcome barriers to STEM education.</p><p>To expand the <a href="https://mathcircles.org/about/" rel="noopener noreferrer" target="_blank">math circle</a> program, the AIMC was added to reach Indigenous students in the Four Corners area of Arizona, Colorado, New Mexico, and Utah.</p><p>Since 2017, the organization has run two camps every year at the <a href="https://navajoprep.com" rel="noopener noreferrer" target="_blank">Navajo Preparatory School</a> in Farmington, N.M. In 2025 one camp was moved to the <a href="https://www.sfis.k12.nm.us" rel="noopener noreferrer" target="_blank">Santa Fe Indian School</a>.</p><p>During each weeklong event, students and interns work in math circles. It’s a cooperative way to solve problems creatively, organizers say. Students collaborate on STEM-focused projects and learn from Indigenous STEM professionals. Interns also get the opportunity to experience an off-site cultural event.</p><p>The camps are free for students, thanks to sponsorships and donations. Teachers and interns cover their own travel expenses. Shree secured a US $1,500 sponsorship grant through the PCJS.</p><h2>Building relationships through STEM activities</h2><p>Relationships are an influential part of the week, Fernandez says: “One of the best things we see at the camp is that students return the following year and ask, ‘Is so-and-so intern coming back this year?’ They remember the relationships they developed, especially the cultural exchanges they had.</p><p>“Those exchanges go both ways, benefiting the interns too.”</p><p>Students spend mornings at camp working in math circles, then gather for a wrangle, during which each team defends its math circle answer and challenges other teams’ solutions. Shree and the other interns are on hand to answer questions and observe the teams as they work through the math circle problems.</p><p>“Math problems typically have very binary answers,” she says. “But in math circles, you focus more on talking through your answers to open-ended questions and learning from each other.”</p><p>Students spend afternoons working on projects. In one, the students used household items to create a replica of the <a href="https://en.wikipedia.org/wiki/Batmobile" rel="noopener noreferrer" target="_blank">Batmobile</a>, Shree says. The car was required to be self-propelled without an engine. Balloons were a popular alternative.</p><p>Another activity focused on the Indigenous tradition of basket weaving. Students learned the cultural meaning behind traditional designs while understanding how geometry concepts influenced the finished product.</p><p class="shortcode-media shortcode-media-rebelmouse-image"> <img alt="Native American middle school students sitting on a classroom floor while solving a mathematical pattern-matching game together." class="rm-shortcode" data-rm-shortcode-id="d9ca995e82df9126dad8b761afa9da8c" data-rm-shortcode-name="rebelmouse-image" id="c2506" loading="lazy" src="https://spectrum.ieee.org/media-library/native-american-middle-school-students-sitting-on-a-classroom-floor-while-solving-a-mathematical-pattern-matching-game-together.jpg?id=67701402&width=980"/> <small class="image-media media-caption" placeholder="Add Photo Caption...">These Native American middle school students work on solving a mathematical pattern-matching game, one of the activities held at the summer camp.</small><small class="image-media media-photo-credit" placeholder="Add Photo Credit...">Ruchira Shree</small></p><h2>Role models inspire students</h2><p>“Because there’s a lack of Indigenous STEM role models, many Native American students don’t see themselves in mathematics or science,” Shree says.</p><p>To bridge that gap, Fernandez ensures Indigenous role models are part of the camp. Some of the people who spoke with students during Shree’s internship were <a href="https://bse.berkeley.edu/jessica-benally" target="_blank">Jessica Benally</a>, a Ph.D. student in the learning sciences and human development program at the <a href="https://www.berkeley.edu" rel="noopener noreferrer" target="_blank">University of California, Berkeley</a>, and engineers from the <a href="https://ess.unm.edu/programs/k-12-opportunities/nm-mesa.html" rel="noopener noreferrer" target="_blank">New Mexico Mathematics, Engineering, and Science Achievement</a> program, which supports underrepresented preuniversity students.</p><p>“I believe the students were very inspired,” Shree says, “because they could see how they themselves could pursue STEM careers. They had people to look up to in the field who had come from backgrounds just like theirs.”</p><h2>Interns in action</h2><p>The interns’ primary responsibility was leading a two-hour, after-dinner Radio Weaves session. They taught students about a popular communication technology that doesn’t require the Internet or cell towers.</p><p><a href="https://spectrum.ieee.org/ham-radio" target="_self">Ham radio</a>, also known as <a href="https://spectrum.ieee.org/tag/amateur-radio" target="_self">amateur radio</a>, is a communication method that uses designated frequencies. In the United States, anyone can listen to amateur radio transmissions; to legally transmit on the frequencies, though, a user needs a <a href="https://www.fcc.gov" rel="noopener noreferrer" target="_blank">Federal Communications Commission</a> license. The Radio Weaves project is designed to prepare students to pass the FCC <a href="https://www.arrl.org/getting-your-technician-license" rel="noopener noreferrer" target="_blank">technician license exam</a>.</p><p>To make that happen, the interns customized <a href="https://www.gimkit.com" rel="noopener noreferrer" target="_blank">Gimkit</a>, a learning game, loading it with radio-specific content that mirrored topics that could appear on the test.</p><p>Each intern worked with two or three students to complete the Gimkit materials.</p><p>Frederickson, who was on hand for the camp, says the aim was to send students home with something tangible that demonstrated their STEM accomplishments.</p><p>Nearly all the students passed the exam on the first try, she says, and she worked with those who didn’t to retake the test.</p><p>All the students ultimately received their license, she says.</p><h2>Inspiration comes in several forms</h2><p>The interns took an afternoon off to attend a <a href="https://indianpueblo.org/feast-days/" rel="noopener noreferrer" target="_blank">Pueblo Feast Day</a>, a celebration filled with music and dance that culminated in visits with nearby families, with whom they shared dinner.</p><p>“The tradition is very generous and community-based,” Shree says. “It represents that every home in the village will welcome any guest to have a meal.”</p><p>The feast was the highlight of Shree’s week, she says: “I got to really experience Native American culture firsthand.”</p><p>The students inspired her, she says.</p><p>“Seeing the joy on their faces when they passed the technician exam or when they got a math problem correct showed me how much joy they find in learning,” she says. “It made me realize that I want to help provide more opportunities for them to learn and challenge themselves.”</p><p class="pull-quote">“Because there’s a lack of Indigenous STEM role models, many Native American students don’t see themselves in mathematics or science.” <strong>—Ruchira Shree</strong></p><p>That realization spurred her idea for a new initiative. After she returned home, she founded <a href="https://www.rukiecookie.org" target="_blank">Rukie Cookie</a> to create “safe, inclusive, and inspiring spaces where youths explore STEAM [and] build curiosity, strategic thinking, and innovation—empowering them to become confident leaders and active contributors to a more just and equitable society,” according to the project’s website.</p><p>Baking is one of Shree’s hobbies, and she sees it as a way to fulfill a financial need she observed at camp.</p><p>“I noticed that at lunch breaks, they [camp students] used to play chess on the side, but they couldn’t actually participate in tournaments because that requires a <a href="https://new.uschess.org" rel="noopener noreferrer" target="_blank">U.S. Chess Federation</a> (USCF) membership fee, which they couldn’t afford,” she says. Shree bakes cookies and sells them at PCJS events. Proceeds go toward youth chess classes and USCF memberships for children in underrepresented communities.</p><p>She has raised enough money to sponsor six USCF memberships, five of whom are camp attendees, she says.</p><p>“I hope that the students I have gotten a membership for will continue growing their passion for chess,” she says, “but also that it will encourage them to challenge themselves with difficult problems.”</p><h2>What’s next?</h2><p>Shree planned to attend an AIMC camp this year, she says, but it was canceled due to resourcing issues. She says she intends to return next year with goals of adding a formal chess component to the schedule and continuing to help more students overcome financial hurdles to join the USCF.</p><p>She’s also writing a novel about Alzheimer’s disease and identity loss, and she’s conducting independent research on cognitive decline at the <a href="https://www.njit.edu" rel="noopener noreferrer" target="_blank">New Jersey Institute of Technology</a>. Watching her great-grandmother struggle with the condition sparked her interest in the subject, she says.</p><p>She is confident STEM will be part of her future, she says. Math and cognitive science are areas of interest she plans to study, but she’s still undecided about a major. Her interest in Alzheimer’s research and a desire to apply AI to health care will influence her decision, she says.</p><p>She adds that she plans to join IEEE once she’s eligible.</p> Reference: https://ift.tt/fTe1Oog

The EU’s AI Drive Undermines Its ​Own Chip Strategy


<img src="https://spectrum.ieee.org/media-library/illustration-of-a-microchip-with-eu-flag-symbols.jpg?id=67681157&width=1245&height=700&coordinates=0%2C62%2C0%2C63"/><br/><br/><p><em>This story was </em><a href="https://www.techpolicy.press/the-eus-ai-boom-could-undermine-its-own-chip-strategy" rel="noopener noreferrer" target="_blank"><em>originally published</em></a><em> by </em><a href="https://www.techpolicy.press/" rel="noopener noreferrer" target="_blank"><em>Tech Policy Press</em></a>.</p><p>The European Union’s push for technological sovereignty faces an uncomfortable contradiction.</p><p>As the EU rolls out AI factories, gigafactories, and new data centers, it is creating a surge in demand for the advanced semiconductors that underpin artificial intelligence. Yet Europe produces fewer than 10 percent of the world’s chips and remains heavily dependent on U.S. designers and Asian manufacturers for the most advanced processors.</p><p>That tension sits at the heart of <a href="https://spectrum.ieee.org/europe-tech-sovereignty-package" target="_self">Chips Act 2.0</a>, the European Commission’s planned overhaul of its flagship semiconductor strategy.</p><p>The original Chips Act, adopted in 2023, sought to raise Europe’s share of global semiconductor production to 20 percent by 2030. But the European Court of Auditors has warned that target is unlikely to be met, while the Commission’s own projections put Europe’s market share at about 11.7 percent.</p><p>The Commission now wants to correct what officials see as a major weakness in the first law: It focused on expanding supply without doing enough to stimulate demand. To address that gap, Chips Act 2.0 is expected to introduce demand-side measures, including public procurement tools, demand accelerators, and closer coordination between semiconductor producers and industrial users. The Commission’s calculation is straightforward: Stronger domestic demand will encourage companies to invest in designing and manufacturing chips in Europe.</p><p>But the strategy carries a paradox. The AI infrastructure that the Commission hopes will anchor a European semiconductor ecosystem will initially rely almost entirely on advanced processors designed by U.S. companies and manufactured in Asia.</p><p>“Key positions are held by a small number of firms, mostly outside Europe,” Claire Godfrey, executive director of the Balanced Economy Project, told Tech Policy Press.</p><h2>AI factories create a demand trap</h2><p>The European Commission’s <a href="https://digital-strategy.ec.europa.eu/en/library/ai-continent-action-plan" rel="noopener noreferrer" target="_blank">AI Continent action plan</a> includes 19 <a href="https://commission.europa.eu/topics/competitiveness/competitiveness-coordination-tool-projects/ai-gigafactories_en" rel="noopener noreferrer" target="_blank">AI factories</a>, computing facilities that integrate energy sources, specialized chips, and other infrastructure for running AI models and applications, plans for up to five AI gigafactories (since <a href="https://digital-strategy.ec.europa.eu/en/news/eu-launches-ai-gigafactories-call-boost-europes-computing-capacity-and-unlock-more-eu30-billion" rel="noopener noreferrer" target="_blank">upgraded to seven</a>), and a proposal to at least triple the bloc’s data center capacity within five to seven years under the <a href="https://digital-strategy.ec.europa.eu/en/policies/cloud-and-ai-development-act" rel="noopener noreferrer" target="_blank">Cloud and AI Development Act</a>. That expansion will require a large supply of advanced AI processors.</p><p>The Center for European Policy Studies (CEPS) estimates that each planned AI factory site requires up to 25,000 advanced chips, while a gigafactory requires at least 100,000.</p><p>Almost all of those processors are expected to come from Nvidia. The company supplies most of the graphics processing units deployed in Europe, while its proprietary CUDA software underpins much of the AI software ecosystem. CEPS warns this could create an “Nvidia dependency trap,” where computing infrastructure is physically located in Europe but remains technologically dependent on a single U.S. supplier.</p><p>Recent AI infrastructure projects in Europe illustrate the problem. Mistral has lined up 13,800 Nvidia GPUs for a data center near Paris. Deutsche Telekom’s Munich Industrial AI Cloud is being built with nearly 10,000 Nvidia Blackwell GPUs. And Nscale says its Sines deployment for Microsoft will start with more than 12,600 Nvidia Blackwell Ultra GPUs before expanding to more than 66,000 in 2027.</p><h2>Europe still doesn’t control the chip supply chain</h2><p>The challenge extends well beyond Nvidia. Even if Europe succeeds in expanding semiconductor manufacturing, the global supply chain limits how much autonomy any single region can achieve.</p><p>“Europe depends on both the United States and Asia, but at different stages of the value chain,” Toni Roldán-Monés, economist and assistant professor of public policy at IE University, told Tech Policy Press.</p><p>“The United States maintains a dominant position in areas such as chip design, intellectual property, and certain frontier equipment. Meanwhile, the manufacturing of the most advanced semiconductors is highly concentrated in Asia, especially in Taiwan and South Korea, while China plays a fundamental role in various materials, industrial processes, and critical minerals,” said Roldán.</p><p>Europe’s reliance on third countries is more evident in some parts of the chip value chain. In fabrication, Taiwan produces around 90 percent of the world’s most advanced chips. In packaging, assembly, and testing, the EU holds just 4 percent of the market and remains highly dependent on Asia, according to Laith Altimime, President of SEMI Europe.</p><p class="pull-quote">“The objective is… to avoid excessive dependence on a single country, company, or technology.” Toni Roldán-Monés</p><p>“No top 20 assembly, test, and packaging company is headquartered in the EU,” Godfrey said. “There is also the materials issue. China dominates several inputs used in key parts of the semiconductor and advanced electronics supply chain.”</p><p>Europe nevertheless retains important advantages.</p><p>The region is home to <a href="https://www.asml.com/en" rel="noopener noreferrer" target="_blank">ASML</a>, the Dutch company that dominates the market for <a href="https://spectrum.ieee.org/high-na-euv" target="_self">extreme ultraviolet lithography systems</a>, and to Belgium’s <a href="https://www.imec-int.com/en" rel="noopener noreferrer" target="_blank">Imec</a>, one of the world’s leading semiconductor research centers. Europe also remains a key supplier of specialist materials and power electronics.</p><p>Those strengths, however, “do not translate into autonomy across the semiconductor value chain,” Roldán said.</p><h2>Sovereignty means resilience, not self-sufficiency</h2><p>Few experts believe complete semiconductor self-sufficiency is achievable.</p><p>Instead, the goal should be to reduce strategic vulnerabilities rather than eliminate international interdependence. “It is not conceivable that one country can rebuild the supply chain. Global collaboration is key,” SEMI Europe’s Altimime told Tech Policy Press. SEMI forecasts that by 2028 the Europe, Middle East, and Africa region will only manufacture about 68 percent by volume of the non-memory semiconductor chips it demands.</p><p><span>“The challenge is to reduce dependencies that could become geopolitical vulnerabilities,” argues Roldán. “The sensible approach is to strengthen critical parts of the value chain, diversify suppliers, protect sensitive data, and develop domestic capabilities in strategic sectors. That can coexist perfectly well with foreign suppliers: The objective is not to expel them, but to avoid excessive dependence on a single country, company, or technology.”</span></p><p>That distinction is especially relevant for Europe’s sovereignty ambitions. As Godfrey notes, “European firms are building around Nvidia hardware, CUDA, cloud infrastructure, and the software choices that come with them. That leaves Europe with two problems. It relies on Asian manufacturing and materials chokepoints. It is also at risk of trying to address that exposure by tying itself more closely to U.S.-controlled AI and cloud infrastructure. The Chips Act 2.0 needs to deal with both, or it will miss a large part of the problem.”</p><p>Roldán said Europe’s greatest vulnerability is dependence on partners willing to use global supply chains for geopolitical leverage. Whether Chips Act 2.0 reduces that risk, experts say, will depend on whether it diversifies suppliers rather than just shifting dependence from Asian manufacturers to U.S. technology companies.</p> Reference: https://ift.tt/RYd1GkU

OpenAI agents discussed ways to escape their sandbox on public wiki

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