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Can Grades 7–9 Students Really Learn LightBurn? An Honest D&T Mentor’s Perspective

When you walk into a school Design and Technology (D&T) lab or a busy regional makerspace somewhere in Canada, the creative energy is undeniable. Students are itching to move from basic conceptual drawing to actual, physical manufacturing. But historically, the digital bridge between a student’s design file and a spinning router or a firing laser has been a massive, frustrating roadblock for departments.

For years, educators have wrestled with oversimplified, consumer-grade browser software that treats students like children, or overly complex industrial CAD/CAM platforms that require a university engineering degree to navigate.

Then came LightBurn.

As an experienced maker who spends hours operating heavy-duty machinery and mentoring the next generation of apprentices and designers, I often hear school boards and anxious D&T coordinators ask the same hesitant question: Is LightBurn too advanced for a twelve or thirteen-year-old? Can middle school and lower secondary students actually master it, or are we just setting ourselves up for a term of file-conversion nightmares, ruined timber, and broken lenses?

The answer is a resounding yes—they absolutely can. In fact, shielding them from it is doing their future design prospects a massive disservice. Here is the unvarnished reality of what happens when you introduce lower secondary students to LightBurn, and how it transforms a standard school workshop into a high-output production floor.

Moving Beyond the “Toy Software” Trap

Many schools fall into the trap of using watered-down, elementary vector software because they assume younger students cannot handle a professional design interface. These toy platforms use cartoonish buttons and hide the actual physical mechanics of laser cutting behind a veil of over-automation.

The problem with this approach is that students never actually learn how a laser works. They fail to grasp the critical, real-world relationship between speed, power, and physical material resistance.

LightBurn doesn’t patronize them. It lays out the mechanics cleanly and logically: vectors are organized by color layers, and every layer dictates a direct physical action—whether it is a high-speed raster engrave or a slow, deep vector cut.

Students in Grade 7 through Grade 9 are at a developmental stage where they crave authentic, grown-up experiences. When you hand them a professional-grade platform, their attitude shifts completely. They stop treating the D&T lab like a playroom and start treating it like a real commercial fabrication studio. Because LightBurn’s interface visually connects design paths to direct machine commands, students rapidly develop an intuitive understanding of modern manufacturing logic.

The Power of Visual Layers: Streamlining the Classroom Workflow

If you want to see a Grade 7–9 student successfully master LightBurn without overwhelming the teacher, you simply have to standardize your department’s design rules from day one. You do not need to teach them advanced Boolean operations or complex node-editing functions in the first week. You start entirely with the absolute fundamentals of the software’s color-coded layer system.

In my workshop, the introductory file pipeline is absolute:

  • Black Layers are always set to “Fill” for engraving graphics and text.
  • Red Layers are always set to “Line” for executing the final perimeter cuts.

When you simplify the initial pipeline to this dual-layer logic, a room of thirty students can pre-flight and troubleshoot their own work with zero teacher intervention. They quickly realize that if their engraved text is red on the screen, the laser is going to slice right through the middle of their material instead of marking it.

Because LightBurn features an incredibly accurate, built-in Preview window, students can simulate the entire cutting process before they ever approach the machine gantry. They can visually trace the laser head’s linear path, check the estimated runtime, and catch their own design mistakes in real-time on their laptops. This single feature transforms the instructor from a stressed-out file-fixer into a high-level facilitator.

Fueling the Exam Pipeline: From Lower Secondary to Senior Portfolio Success

Introducing LightBurn at the lower secondary level isn’t just about surviving the current term; it is a strategic investment that directly fuels your school’s senior design program. When students eventually progress to senior-level courses and begin fabricating their critical high school graduation portfolios or provincial Specialist High Skills Major (SHSM) projects, the digital pipeline they use to manufacture their work remains completely identical.

Imagine the massive competitive advantage a student has when they enter their senior high school years already knowing how to import a DXF file, trace a bitmap image, manage kerf offsets, and assign precise speed and power metrics.

Instead of wasting precious weeks of their senior coursework learning how to navigate basic machine interfaces from scratch, these students can immediately execute highly complex, multi-material industrial designs. They can focus their energy on genuine innovation, prototyping, and refining their final physical portfolios because the digital pipeline has already become absolute second nature.

The Hardware Reality: Matching Professional Software with Industrial Muscle

Your students can be completely flawless at navigating LightBurn, but if the school pairs that software with a weak, underpowered desktop hobby laser, your classroom workflow will inevitably grind to a miserable halt. Small desktop lasers take painfully long to cut through basic timber, forcing a class of thirty pupils to wait hours just to see a single project materialize.

To truly capitalize on LightBurn’s commercial efficiency, schools must invest in high-output, production-grade cabinet machinery. This is where moving up to an industrial cabinet system becomes entirely non-negotiable. Systems like the OMTech 100W and 130W Cabinet Lasers are engineered precisely for this high-rotation, demanding educational environment.

A 130W CO₂ laser tube does not just etch; it manufactures at scale. It allows a student to slice through a sheet of 6mm premium birch plywood or thick cast acrylic in a single, blazing-fast pass at optimal speed. What takes a hobby desktop laser twenty minutes of agonizing burning to get through, an industrial OMTech cabinet handles in under two minutes. This massive jump in cutting velocity means an entire classroom of students can output their custom-designed projects within a single timetabled lesson period, eliminating bottlenecks and keeping pupils fully engaged.

Step Up to a Fully Compliant School Production Engine

Grades 7–9 students are entirely capable of mastering professional engineering workflows when given the right tools and clear operational parameters. They do not need simplified toys; they need clear, logical frameworks and robust machinery that delivers immediate, high-quality rewards for their design efforts.

If you are looking to build a safe, highly efficient, and fully compliant design lab for your school or educational district, look straight at our institutional-grade cabinet systems. At OMTech, we specialize in supporting Canadian schools, technical institutes, and universities with dedicated educational tier pricing and seamless School Purchase Order (PO) processing.

Our high-wattage cabinet laser machines feature fully enclosed, Class 1-safe housings designed to easily pass strict provincial safety inspections while providing the immense cutting power needed to keep up with a bustling classroom. Give your students the ultimate production ecosystem: pair the intuitive power of LightBurn with the industrial muscle of an OMTech cabinet laser, and watch your school’s D&T department transform into a powerhouse of young Canadian innovation.

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Features

What Attachment Styles Can Reveal About Dating Habits

How many evenings with a stranger does it take before anything reliable is known about them? Most people answer with a number and then ignore their own answer. What actually gets measured across those evenings is the pattern each person carries into every new pairing, and that pattern has been studied under one name since 1987.

Attachment research began with infants and moved into adult romance almost by accident. It now supplies the best available vocabulary for a question most people ask eventually, which is why their dating life keeps taking the same shape.

A Newspaper Quiz in 1987

Cindy Hazan and Phillip Shaver tested a hunch in 1987 by publishing a quiz in the Rocky Mountain News asking readers about their romantic history. They received 620 replies. Roughly 56% of respondents described themselves in secure terms, about 25% in avoidant terms and around 19% in anxious terms.

Those proportions were close to what Mary Ainsworth had recorded in infants decades earlier. A distribution found in toddlers separated from a parent for 3 minutes in a laboratory had turned up again in adults describing love affairs, and that correspondence is what made the field take notice.

The method had obvious weaknesses. Newspaper readers who answer a quiz about their love lives are not a random sample, and every answer was self-reported by people describing their own behavior in the most favorable terms available. Later work with better samples moved the numbers around without dislodging the structure, and the structure is what has lasted.

Two Axes and Four Positions

Two questions turned out to organize the whole field. Does a person hold a positive or negative view of themselves, and do they hold a positive or negative view of other people? Kim Bartholomew and Leonard Horowitz built their 1991 model on exactly that pair.

Crossing those axes produces 4 positions. Secure covers positive views of both. Preoccupied means a negative view of self with a positive view of others, which produces someone who wants closeness and doubts they deserve it. Dismissing means the reverse, a positive self-view paired with low expectations of anyone else. Fearful covers negative views on both axes, which produces wanting closeness and distrusting it at the same time.

Two axes beat a list of 3 types, because the axes explain why 2 people who both avoid intimacy can look nothing alike in practice.

Pacing and the First Month

There is no fixed amount of dates that settles the question of compatibility, and attachment position changes how quickly a person believes they have settled it. Secure people tend to form an assessment gradually and revise it when new information arrives.

Preoccupied people often decide fast and commit to the decision before it is warranted. Dismissing people frequently take longer and still leave with less, since their default is to withhold the information that would let anyone assess them back.

Separating the decision from the feeling by a fixed interval helps the first group. Deciding after a set number of meetings rather than after a strong evening will not make the assessment more accurate. It removes the largest single source of error, which is a conclusion reached inside the honeymoon phase while everything still looks promising.

Hyperactivation and Deactivation

The mechanism underneath all of this has 2 modes. Anxious patterns run on hyperactivation, which means turning up the volume on distress to draw a partner closer. Avoidant patterns run on deactivation, which means suppressing the signal entirely to keep distance manageable.

In early dating this shows up in small behaviors. Hyperactivation shows up as checking your phone every few minutes after an unanswered message, and as the escalation of a minor scheduling conflict into something larger. Researchers call the wider category protest behavior, and it covers everything from pointed silence to deliberately provoking a reaction. Deactivation produces the pleasant evening that goes nowhere and the topic changed each time a real question arrives.

Both patterns are attempts to manage the same discomfort, pointed in opposite directions. The deactivating version accounts for most of what people mean when they call someone emotionally unavailable.

The Anxious-Avoidant Loop

The most documented pairing in the literature puts a hyperactivating person with a deactivating one. Fearful-avoidant attachment complicates the picture further, since one person can run both strategies in sequence and produce the same loop without a partner’s help. Each strategy strengthens the other. Pursuit triggers withdrawal, withdrawal triggers more pursuit, and the loop holds steady for years because neither person is doing anything the other did not provoke.

The reason this pairing is so common is easy to miss. To someone whose nervous system learned early to associate intensity with love, a secure partner can feel flat. The anxious-avoidant cycle produces intensity on demand.

Positions Move

Attachment position is a tendency, and tendencies move. Positions change across the lifespan with relationships, therapy and circumstance, and a single difficult partner can push someone temporarily toward a pattern that is not their baseline.

That matters for how any of this gets applied. A person behaving in a preoccupied way with one partner may be entirely secure with the next, so the category describes the current pairing as much as the individual in it.

It also rules out the most common misuse of the framework, which is deciding early that a new person is avoidant and treating every subsequent behavior as confirmation. Two quiet weeks can mean an avoidant pattern, a demanding job, a sick parent or ordinary early caution, and the categories offer no way to tell those apart from the outside.

Reading the Categories Correctly

There is one more thing the framework cannot do, and it is the thing people most want from it. Nothing in attachment theory tells anyone which partner to choose. It describes how a person is likely to behave once the choosing is over and the uncertainty starts, which is a different and much smaller claim than the one made by most of the writing built on top of it.

An attachment style is a description of a habit. It names what someone tends to do when closeness is on offer and they are uncertain about it, and nothing in the framework predicts what any specific person will do on any specific evening.

Used that way the idea is genuinely worth having. A person who knows their own pattern can catch it while it is running, and a pattern caught mid-run is the only kind that can be interrupted. Noticing that you commit early and regret it a month later teaches you more than any number of verdicts about the people you committed to.

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Four Seats or No Seats? Why Israel’s Final Polls Disagree Over Amcha Yisrael

Ofer Winter

Conflicting projections for Ofer Winter’s party illustrate the uncertainty of measuring public support near an electoral threshold.

A Channel 12 poll gives Ofer Winter’s Amcha Yisrael four parliamentary seats.

An i24NEWS survey reaches the same seat total.

Other final polls find that the party does not qualify for representation.

How can surveys conducted close to the same election produce such different results?

The answer lies partly in the difference between measuring a vote share and converting it into parliamentary seats.

A Statistical Boundary

Israel’s electoral threshold is 3.25 percent.

For a party receiving substantially more than that percentage, modest sampling fluctuations may change its expected number of seats without calling its parliamentary presence into question.

For a party whose support lies near 3.25 percent, the same type of fluctuation may change its projected representation from several seats to zero.

This does not necessarily mean the polls are measuring completely different political realities.

They may be producing estimates close to the same threshold but on opposite sides of it.

Sample Size Is Only One Factor

The i24NEWS survey conducted on October 22 included 5,124 adult respondents and reported a sampling error of plus or minus 1.4 percentage points at the 95 percent confidence level.

That is a substantial sample by conventional political polling standards.

But a larger sample does not eliminate every source of uncertainty.

Different pollsters may employ different recruitment methods, weighting systems and procedures for estimating turnout.

They may also differ in how they handle respondents who are undecided or reluctant to state their preferences.

These choices can matter particularly for smaller parties.

The Problem of Turnout

Opinion polls generally estimate voting preferences before actual voting takes place.

Election results reflect the ballots cast by people who participate.

Differences between intended and actual turnout can affect parties in different ways.

Analysts must therefore consider not only how many respondents express support for a party, but also whether the poll’s turnout model accurately reflects the eventual electorate.

Without transparent, comparable information about the methods used by each polling organization, it is difficult to identify which methodological difference is responsible for a particular disagreement.

Reading the Final Surveys

The appropriate interpretation of Amcha Yisrael’s polling is neither that its parliamentary representation is guaranteed nor that exclusion is certain.

The available surveys demonstrate uncertainty around a legally decisive boundary.

The four-seat projections reported by Channel 12 and i24NEWS are meaningful observations.

So are the below-threshold findings published by Channel 13, Maariv and Zman Yisrael.

Each survey is a measurement of electoral intentions under a particular methodology, not a count of actual votes.

For readers following Israel’s election, this makes Amcha Yisrael an instructive case study in how polling uncertainty interacts with electoral law.

The final result will provide the definitive seat allocation. The polls explain why the outcome was difficult to measure in advance.

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Features

What Constitutes Genocide, and is Israel Guilty?

By HENRY SREBRNIK Genocide is a grave and exceptional violation of international law, defined and prohibited by the Genocide Convention of 1948. But maybe Raphael Lemkin did us no favour in coining the word during the Holocaust. It is now used by antisemites against Israel.

Raphael Lemkin was a Polish-Jewish jurist who escaped from Europe when the Nazis occupied Poland. He moved to Washington, DC, in the summer of 1942, and went on to document Nazi atrocities in his 1944 book, Axis Rule in Occupied Europe. In this text, he introduced the word “genocide,” the destruction of a nation or of an ethnic group. This new word is made from the ancient Greek word genos (race, ethnicity or tribe) and the Latin cide (killing). 

But it’s not that cut and dried. Even before the antisemites accused Israel of genocide in Gaza, as a way of ridding themselves of any residual guilt about the destruction of European Jewry, the word had become little more than a term used by states and “human rights” groups who for one reason or another want to punish their adversaries. 

Most of the time they really are talking about “ethnic cleansing,” pogroms, massacres and war crimes. By such criteria, every participant in World War II committed “genocide.” The mass killings of civilians in Hiroshima and Dresden in 1945 would today qualify. But these were acts against even far worse perpetrators of what we now call genocide, designed to speedily end the war. 

What about the American war in Vietnam, and of course the almost numberless conflicts across Africa? The wars that dismembered Yugoslavia involved terrible massacres, particularly in Bosnia-Herzegovina and Kosovo, but did they really meet the criterion for genocide? The numbers killed needn’t be huge. About 8,000 Bosniak Muslims were murdered in Srebrenica by Bosnian Serb militias in 1995 during the Bosnian war. In the Western Hemisphere it would — and lately does — refer to the cultural and also physical extinction of pre-contact peoples from the Arctic down to Patagonia. 

Are ideological attempts to kill groups of identifiable people within a state — the Holodomor in Ukraine, but also elsewhere in Stalin’s USSR — genocide? What about the Khmer Rouge in Cambodia? Should we call this an “auto-genocide,” since it was perpetrated by the nation’s own mad Maoist regime? Was China’s Cultural Revolution a genocide? Millions probably died. Rwanda is an interesting case — obviously a mass murder by one class-cum-ethnic group against another, a giant pogrom involving intertwined peoples, but where the victims have now turned the tables. 

Actually, there have been very few ideologically intentional attempts to destroy a powerless and helpless people, in whole or in part. Only a few qualify by that definition, the Holocaust being an obvious one, as well as the Turkish mass murders of Armenians in World War I. The allegations that Israel committed this crime do not meet the established definition and standards of genocide, are unsupported by established facts, nor do they stand up to common sense scrutiny.

A finding of genocide requires evidence of acts that are intended to destroy a national, ethnic, racial, or religious group, in whole or in part. Israel has neither intended to, nor destroyed, Palestinians as a group in Gaza. Israel’s accusers allege genocide mostly because of the supposed number of civilians killed in Gaza. Such claims are rife with flaws. Genocide is not a quantitative crime; there is no specific number of civilian casualties that constitutes genocide. 

Israel set a high bar for how to conduct urban warfare against an enemy who will stop at nothing, including the death of its own civilians. What kind of genocide is it when the population of Gaza is larger today than it was three years ago? And how could it be that Israel is trying to kill innocents when the ratio of civilian-to-combatant casualties is lower than that of other urban wars fought in even less-difficult conditions?

Dave Rich, an Associate Research Fellow at the Pears Institute for the Study of Anti-Semitism, writes extensively about the intersection of anti-Israel activism, far-left politics, and modern antisemitism. He observes that people respond to the genocide charge through facts and data: Israel’s supporters take the charge of genocide on its face, as an evidence-based allegation of a crime, and try to construct the case for the defence. But there is no defence, because the charge is not made on that basis, or for that purpose, he states. 

The term “genocide,” he notes in “From Be’eri to Bondi: Global Antisemitism After October 7, published in Fathom, October 2026, has shed its legal meaning and become a political label, whose antithesis is “resistance.” These two terms represent two states of being: in a colonial setting, either you are engaging in genocide or you are resisting it. There is no middle ground. “Israel is condemned as genocidal, not by observation, but through logical deduction: Israel is colonial, therefore by definition it is genocidal. It cannot be otherwise. And Gaza represents resistance against the entire Western colonial and capitalist power structure.”

Maia Zelkha, editor-in-chief of Yad Mizrah, a Sephardi and Mizrahi cultural magazine, also contends that the left employs the word “genocide” as an ideological weapon. “Before Israel had even launched its ground invasion of Gaza, and before there was any evidentiary record of Israel’s military campaign,” she writes, in her article “Genocide and Its Jurors,” in Quillette, Sept. 24, 2026, many leftist groups “were already describing Israel’s response as genocide.”

On Oct. 8, just a day after Hamas’s massacre and kidnappings, thousands of demonstrators gathered in New York’s Times Square in an “All Out for Palestine” rally to support “Palestinian resistance.” Within days, other organizations were issuing statements describing Israel’s unfolding military response as genocide, situated within a pre-existing theory of Israel as a colonial project that had produced genocidal dehumanisation. Prominent academics, human-rights organisations, activists, journalists, and public intellectuals described Israel’s conduct as genocidal. 

Although the conviction that Israel is committing genocide against the Palestinians is not new, it has garnered ever more strength since the beginning of this war. In March 2024, the UN special rapporteur on the Palestinian territories, Francesca Albanese, published a report alleging that the Israeli war in Gaza constituted a genocide. In December of the same year, both Amnesty International and Human Rights Watch did the same. Then in July 2025 came both Physicians for Human Rights and B’Tselem, followed almost immediately by the International Association of Genocide Scholars. A resolution from the latter organization requires a two-thirds vote of its members, academics in the field of genocide studies, to pass. One would be hard-pressed to find a more reputable source for the libel.

On Sept. 16, 2025, a UN Commission of Inquiry concluded that Israel was committing genocide in Gaza; other prominent left-wing organisations and scholars have reached the same conclusion. And finally, on Oct. 9, the Norwegian Nobel Committee announced that it awarded the Nobel Peace Prize for 2026 to South African judge Navanethem “Navi” Pillay, who led the 2025 UN commission that found Israel guilty of genocide against the Palestinians while completely ignoring many of the world’s worst human rights abusers, including, of course, Hamas. Pillay’s commission found that Hamas and other Palestinian armed groups committed war crimes. Yet it accused Israel of genocide. This is a staggering moral inversion. And now the award of the Nobel; this appears to be the greatest possible legitimization of the now-established consensus about Israel’s war in Gaza. The icing on the cake!

But remember this: When a jihadist terrorist organization like Hamas applauds a Nobel Peace Prize, the moral judgment of the Nobel Peace Prize Committee should rightly be called into question.

Henry Srebrnik is a professor emeritus of political science at the University of Prince Edward Island.

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