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Existing research has primarily delved into the realm of computer science outreach aimed at K-12 students, with a focus on both informal and non-formal approaches. However, a noticeable research gap exists when it comes to cybersecurity outreach tailored specifically for underserved secondary school students. This article addresses this void by presenting an iterative pilot of a cybersecurity curriculum. This innovative curriculum integrates a one-week summer camp and a series of 1.5-hour workshops designed to provide students with a comprehensive understanding of cybersecurity. The overarching goal of this approach is to foster wider participation in the field of computing, particularly in the realm of cybersecurity. This research aims to spark interest among students who may currently face limited access to computing resources. The cybersecurity lessons featured in this curriculum adhere to the standards set by Cyber.org, an organization supported by the Cybersecurity and Infrastructure Agency (CISA). Key topics covered include networking, the confidentiality, integrity, and availability (CIA) triad, and operating system security. This paper not only outlines the process of creating and implementing these cybersecurity lessons but also emphasizes the iterative refinement process they underwent. The discussion primarily revolves around the valuable insights gained from implementing this curriculum at two prominent public universities in the eastern United States. By bridging the research gap and focusing on practical applications, this initiative contributes significantly to the broader discourse on cybersecurity education for underserved secondary school students. 

There is growing awareness of the need for mathematics and computing to quantitatively understand the complex dynamics and feedbacks in the life sciences. Although several institutions and research groups are conducting pioneering multidisciplinary research, communication and education across fields remain a bottleneck. The opportunity is ripe for using education research-supported mechanisms of cross-disciplinary training at the intersection of mathematics, computation, and biology. This case study uses the computational apprenticeship theoretical framework to describe the efforts of a computational biology lab to rapidly prototype, test, and refine a mentorship infrastructure for undergraduate research experiences. We describe the challenges, benefits, and lessons learned, as well as the utility of the computational apprenticeship framework in supporting computational/math students learning and contributing to biology, and biologists in learning computational methods. We also explore implications for undergraduate classroom instruction and cross-disciplinary scientific communication. 

ABSTRACT The mycobacteriophages JeTaime (E cluster) and Luna22 (Q cluster) were isolated from soil in Providence, Rhode Island, and Charleston, South Carolina, respectively, using a Mycobacterium smegmatis mc 2 155 host. The genome of JeTaime is 75,099 bp (142 predicted genes), and that of Luna22 is 53,730 bp (87 predicted genes). Both phages exhibit Siphoviridae morphology.