Tag Archives: AI

NVIDIA Announces Jetson Orin Nano 2: Entry-Level Edge Board Gets New Ampere Silicon

Post Syndicated from Ryan Smith original https://www.servethehome.com/nvidia-announces-jetson-orin-nano-2-entry-level-edge-board-gets-new-ampere-silicon/

NVIDIA has announced a new entry-level edge AI board, the Jetson Orin Nano 2. The upgraded Nano is not only twice as fast as its predecessor, but unexpectedly, features an outright new Orin SoC at its heart

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Cisco Secure AI Factory with NVIDIA Expands to Supermicro Rack-Scale Systems

Post Syndicated from Vic A original https://www.servethehome.com/cisco-secure-ai-factory-with-nvidia-expands-to-supermicro-rack-scale-systems/

The Cisco Secure AI Factory with NVIDIA is expanding to include integrated racks from Supermicro to meet larger scale AI cluster needs

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AI Doesn’t Mean the End of Mathematics—at Least Not Yet

Post Syndicated from Bruce Schneier original https://www.schneier.com/blog/archives/2026/08/ai-doesnt-mean-the-end-of-mathematics-at-least-not-yet.html

This essay was written with Kasra Rafi, and originally appeared in The Guardian.

Earlier this month, about 40 top mathematicians gathered at OpenAI’s offices to discuss the future of their profession. The meeting was off-the-record, but if recent articles by mathematicians are any guide, it was mostly pretty glum. People fear for their jobs, their careers and the work they love.

We think the contrary view is more likely, at least in the short-term. AI models are nowhere near as capable as experienced academic mathematicians.

This isn’t to say that AIs aren’t producing stunning mathematical results at the level of PhD researchers. In mid-May, OpenAI announced that its frontier AI model disproved the unit distance conjecture, a famous 80-year-old problem in discrete geometry. In July, Anthropic’s published two AI-derived results in academic cryptanalysis. Earlier this month, OpenAI published 10 new mathematical results from its latest AI model. And Anthropic published Claude’s attempt to prove the century-and-a-half-old Riemann hypothesis.

These results are both a vivid demonstration of the amazing capabilities of frontier AI in 2026 and an illustration of their limitations. In general, these AI-powered advances in mathematics fall into one of two categories. Some are counterexamples to mathematical statements that people had been trying to prove. Others are novel applications of known techniques to existing problems that human experts either did not know or did not think of using.

The counterexample to the Jacobian conjecture is the most notable example of the first kind. Once it had been found, checking it was quick and straightforward. The difficult part was finding it among a large number of possibilities. The AI seems to have combined some sort of intuition acquired through machine learning with extensive computational search, in order to find the right example.

An example of the second kind is the unit-distance conjecture. It was motivated by an elegant construction, and most mathematicians expected it to be essentially optimal—so they generally tried to prove rather than disprove it. The counterexample brings in ideas from elsewhere in mathematics: algebraic number theory. If an expert with that background deliberately set out to find a counterexample, they would probably have succeeded. But there was no reason for someone with precisely that expertise to focus on this problem. Because of its scope, AIs don’t have those same limitations.

These results are relatively low-hanging fruit for AI; none of them required developing an extensive new theory. This does not make the discoveries trivial, or the AI’s achievements less impressive. Choosing the right direction, and recognizing an unexpected connection between subjects, are themselves forms of creativity. They are the same sorts of capabilities that led to AIs playing the game of Go at the grandmaster level, or doing Nobel-prize level chemistry in the area of protein folding.

What we have not yet seen is an AI developing a substantial new conceptual framework in order to solve a mathematical problem. Much of mathematics proceeds by identifying the objects that are truly central to a question and then developing a theory that helps us understand them. Current AIs are very strong at searching and recombining existing ideas, but they are weak at building any deep and sustained new theory.

This speaks to a more general limitation of current AI systems. They are creative in the sense that they can recombine existing ideas in novel ways. But they are not creative in others: they have not yet developed conceptually new theories or structures. And while they have larger working memories than humans do, know more about more different things than any particular human does, and can process information faster than humans, can, true novelty is still largely beyond their reach.

Of course, that distinction may not survive for very long. Predictions are notoriously hard, especially about the future of AI. None of these mathematical capabilities were explicitly designed for, or planned. They’re all emergent properties of increasingly capable AI models. We are both confident that someday we will see AI models that are capable of the type of creativity required to do novel mathematics. Will that be in a few months, a few years or a few decades? Of course we don’t know, but our guess is sooner rather than later.

LLM-Based Social Engineering Scams

Post Syndicated from Bruce Schneier original https://www.schneier.com/blog/archives/2026/08/llm-based-social-engineering-scams.html

OpenAI disrupted a social engineering group from Cambodia that used ChatGPT. Its scope is impressive:

The network simultaneously conducted multiple types of scams, often blending elements from different schemes. For instance, operators used dating personas to build trust before introducing fraudulent investment opportunities involving cryptocurrencies and spot gold trading. Other users engaged in lengthy romantic conversations with targets using fictitious identities, posed as representatives of online gambling platforms offering fake bonuses and winnings, or impersonated law enforcement agencies to tell targets they needed to pay fines for committing serious criminal offenses.

Although the narratives varied, users across the network consistently displayed the same underlying pattern of deceptive behavior. For example, they created and operated fake dating profiles, fictitious investment experts, and fraudulent law enforcement personas. They also generated images of forged documents, including passports, legal notices, stock-purchase confirmations, and gambling platform interfaces.

Spyware for Babies

Post Syndicated from Bruce Schneier original https://www.schneier.com/blog/archives/2026/08/spyware-for-babies.html

The New York Times has a long article (alt link) on surveillance systems aimed at babies. They are increasingly using AI.

Nanit and its rivals want to own 24/7 health tracking for the sub-four-foot set. And their already astonishing levels of baby data collection are just the beginning. Nanit recently raised $50 million from investors to expand its use of A.I. and use its camera to track speech and language development, motor skills and more, while extending its presence in children’s bedrooms into early adolescence.

Google’s TPUv8s for Training and Inference at Hot Chips 2026

Post Syndicated from Ryan Smith original https://www.servethehome.com/googles-tpuv8s-for-training-and-inference-at-hot-chips-2026/

Hot Chips 2026 sees Google discussing its new eighth-generation TPU family for the technical crowd. One of the only hyperscalers to develop its own training hardware, the company has developed the TPU 8t for training, as well as the TPU 8i for inference

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Cerebras Talks Going Rack-Scale with Their WSEs at Hot Chips 2026

Post Syndicated from Ryan Smith original https://www.servethehome.com/cerebras-talks-going-rack-scale-with-their-wses-at-hot-chips-2026/

At Hot Chips 2026, wafer scale engine developer Cerebras is talking about the next generation of their giant accelerators, as well as how the company is going rack-scale thanks to their Nexus platform architecture

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NVIDIA’s Groq 3 LPU Accelerators for Heterogeneous AI Compute at Hot Chips 2026

Post Syndicated from Ryan Smith original https://www.servethehome.com/nvidias-groq-3-lpu-accelerators-for-heterogeneous-ai-compute-at-hot-chips-2026/

The newest member of NVIDIA’s AI hardware family, at Hot Chips 2026 NVIDIA is diving into the use of LPUs as part of Vera Rubin clusters. The specialized chips from acquihire Groq are being tapped to offer significantly lower latency in the decode phase of inference

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Meta’s MTIA Custom AI Silicon at Hot Chips 2026

Post Syndicated from Ryan Smith original https://www.servethehome.com/metas-mtia-custom-ai-silicon-at-hot-chips-2026/

For Hot Chips 2026, Meta is at the show to discuss their AI inference accelerators. The MTIA family, the company has an ambitious roadmap to release 4 accelerators over the next couple of years

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Black Hat State of Security Vendors

Post Syndicated from Bruce Schneier original https://www.schneier.com/blog/archives/2026/08/black-hat-state-of-security-vendors.html

Andy Ellis has a roundup of the security vendors at Black Hat this year.

Key Takeaways: We have entered into an AI world. While nearly half of booths didn’t directly mention AI or agents in their taglines, the effects of AI are everywhere. Multiple spaces (Identity, SaaS, AppSec, Data) have almost every vendor leading with AI; existing unsolved problem areas just got worse.

At the same time, there’s a clear trichotomy in the market: tools that tell you how bad things are; tools that stop adversaries, and tools that prevent problems from occurring. While you’d suspect that the tools that fix things would dominate, the tools that merely tell you how bad things are seem to be frustratingly plentiful.

Supporting a technical AI-focused qualification for young people in England

Post Syndicated from Diane Dowling original https://www.raspberrypi.org/blog/support-for-ai-focused-qualification-young-people-england/

Young people see and use artificial intelligence (AI) systems frequently, and hear a lot about how they are applied across many areas of life. That makes them understandably eager to find out more about how AI works. For some, this interest extends to wanting to experiment with the technology to investigate their own questions and build something themselves. How can schools support learners who want to take their interest further and gain recognition for the knowledge and skills they develop along the way?

Computer science students at a desktop computer in a classroom.

For learners in the UK, there is currently no established qualification that develops technical AI skills. This can make it difficult to create space in the curriculum for dedicated AI learning, especially for learners from age 14, for whom preparation for high-stakes exams is prioritised over non-examined learning.

We have been working over the past year to develop a research-informed curriculum framework for data science, which lays out many of the foundational skills and knowledge needed to understand and develop AI models. Alongside this, we have been making the case in England for a Level 3 qualification in data science and AI. However, establishing a new qualification can take years.

In the meantime, we are starting to support students in England who choose an established route for extending their skills and getting that effort recognised: the Extended Project Qualification (EPQ).

An established qualification with room to explore AI

The EPQ is a well-established qualification for 16- to 19-year-olds offered in England, Northern Ireland, and Wales by several exam boards (including AQA, Pearson Edexcel, OCR, Eduqas/WJEC, and City & Guilds). It is completed by around 1 in 10 learners at this stage of education.

Learners pursuing an EPQ undertake an extended, self-directed investigation or project. They choose an area of interest where they want to develop their own project and take responsibility for planning, completing, and evaluating the project work.

A teenager learning computer science.

Its self-directed nature makes the EPQ particularly well suited to learners who want to explore emerging areas, such as artificial intelligence and data science. For students fascinated by AI, an EPQ offers an opportunity to do more than simply learn about the technology. With the right foundations and support, they can investigate a question of their own, build a machine learning model, and use that work to gain a recognised qualification.

We are now working to offer those foundations through a new introductory ‘Data Science and AI’ course that will enable learners to build a machine learning model as their EPQ artefact.

Building the foundations for an independent AI investigation

Creating a machine learning model involves much more than choosing a statistical technique and using easily available training data. It involves understanding the problem being addressed, deciding what data to use, exploring and preparing that data, building and evaluating a model, and interpreting the model’s outputs.

Learners who want to do this work for their EPQ need not only technical knowledge and skills, but also skills for critical thinking, research, decision-making, evaluation, and reflection — skills that are valuable for any further study and future career.

To help learners develop these foundations, we are creating an introductory ‘Data Science and AI’ course, based on our curriculum framework for data science and designed to be completed before learners begin their AI-focused EPQ.

The course will guide students through a structured investigation based on a recognised data science lifecycle. By working through it, students will:

  • Learn about each stage of the data science lifecycle
  • Develop the technical understanding they need to make independent decisions during an AI investigation 
  • Gain practical experience of working with data and building a machine learning model
  • Learn about key concepts behind the techniques they use, through theoretical content that supports them to understand not just what to do, but why

The course will consist of 10 units, each involving 2 to 3 hours of independent study for learners. We are designing the activities with a no-code approach to allow students to focus on understanding data science concepts and processes.

Supporting independent project work

Importantly, the work learners produce during this course won’t be the EPQ investigation itself. Working through ‘Data Science and AI’ will give learners the knowledge and skills they need to undertake an AI-focused project with greater independence and confidence.

A young person in a university computing classroom.

After they have completed the course, when they begin their EPQ project pursuing a question that interests them, students can apply their new skills and knowledge to make decisions about their AI investigation and document their progress.

We are looking forward to supporting learners in England to turn their interest in one of today’s most significant technologies into the opportunity to develop independent research and project skills through a recognised qualification.

What’s next?

The ‘Data Science and AI’ course will be available to selected schools in England from September 2026, where students and teachers will test the materials and we will learn from their feedback to improve the course materials. We plan to make the course freely available in 2027. 

The post Supporting a technical AI-focused qualification for young people in England appeared first on Raspberry Pi Foundation.

Supporting an AI-focused qualification for young people in England

Post Syndicated from Diane Dowling original https://www.raspberrypi.org/blog/support-for-ai-focused-qualification-young-people-england/

Young people see and use artificial intelligence (AI) systems frequently, and hear a lot about how they are applied across many areas of life. That makes them understandably eager to find out more about how AI works. For some, this interest extends to wanting to experiment with the technology to investigate their own questions and build something themselves. How can schools support students who want to take their interest further and gain recognition for the knowledge and skills they develop along the way?

Computer science students at a desktop computer in a classroom.

Currently, there is no widely available subject qualification in AI for students in the UK. This can make it difficult to create space in the curriculum for dedicated AI learning, especially for students from age 14, for whom preparation for high-stakes exams is prioritised over non-examined learning.

We have been working over the past year to develop a research-informed curriculum framework for data science, which lays out many of the foundational skills and knowledge needed to understand and develop AI models. Alongside this, we have been making the case in England for a Level 3 qualification in data science and AI. However, establishing a new qualification can take years.

In the meantime, we are starting to support students in England who choose an established route for extending their skills and getting that effort recognised: the Extended Project Qualification (EPQ).

An established qualification with room to explore AI

The EPQ is a well-established qualification for 16- to 19-year-olds offered in England, Northern Ireland, and Wales by several exam boards (including AQA, Pearson Edexcel, OCR, Eduqas/WJEC, and City & Guilds). It is completed by around 1 in 10 learners at this stage of education.

Learners pursuing an EPQ undertake an extended, self-directed investigation or project. They choose an area of interest where they want to develop their own project and take responsibility for planning, completing, and evaluating the project work.

A teenager learning computer science.

Its self-directed nature makes the EPQ particularly well suited to learners who want to explore emerging areas, such as artificial intelligence and data science. For students fascinated by AI, an EPQ offers an opportunity to do more than simply learn about the technology. With the right foundations and support, they can investigate a question of their own, build a machine learning model, and use that work to gain a recognised qualification.

We are now working to offer those foundations through a new introductory ‘Data Science and AI’ course that will enable learners to build a machine learning (ML) model as their EPQ artefact.

Building the foundations for an independent AI investigation

Creating an ML model involves much more than choosing a statistical technique and using easily available training data. It involves understanding the problem being addressed, deciding what data to use, exploring and preparing that data, building and evaluating a model, and interpreting the model’s outputs.

Learners who want to do this work for their EPQ need not only technical knowledge and skills, but also skills for critical thinking, research, decision-making, evaluation, and reflection — skills that are valuable for any further study and future career.

To help learners develop these foundations, we are creating an introductory ‘Data Science and AI’ course, based on our curriculum framework for data science and designed to be completed before learners begin their AI-focused EPQ.

The course will guide students through a structured investigation based on a recognised data science lifecycle. By working through it, students will:

  • Learn about each stage of the data science lifecycle
  • Develop the technical understanding they need to make independent decisions during an AI investigation 
  • Gain practical experience of working with data and building a machine learning model
  • Learn about key concepts behind the techniques they use, through theoretical content that supports them to understand not just what to do, but why

The course will consist of 10 units, each involving 2 to 3 hours of independent study for learners. We are designing the activities with a no-code approach to allow students to focus on understanding data science concepts and processes.

Supporting independent project work

Importantly, the work learners produce during this course won’t be the EPQ investigation itself. Working through ‘Data Science and AI’ will give learners the knowledge and skills they need to undertake an AI-focused project with greater independence and confidence.

A young person in a university computing classroom.

After they have completed the course, when they begin their EPQ project pursuing a question that interests them, students can apply their new skills and knowledge to make decisions about their AI investigation and document their progress.

We are looking forward to supporting learners in England to turn their interest in one of today’s most significant technologies into the opportunity to develop independent research and project skills through a recognised qualification.

What’s next?

The ‘Data Science and AI’ course will be available to selected schools in England from September 2026, where students and teachers will test the materials and we will learn from their feedback to improve the course materials. We plan to make the course freely available in 2027. 

The post Supporting an AI-focused qualification for young people in England appeared first on Raspberry Pi Foundation.

Intel Crescent Island 160GB to 480GB LPDDR5X AI GPU at Hot Chips 2026

Post Syndicated from Patrick Kennedy original https://www.servethehome.com/intel-crescent-island-160gb-to-480gb-lpddr5x-ai-gpu-at-hot-chips-2026/

We learned more about the new 160GB to 480GB LPDDR5X Intel Crescent Island GPU focused on memory capacity at Hot Chips 2026

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