Thermochemical treatment processes are used to produce a surface layer of the workpiece with improved mechanical properties. One of the important parameters during the gas nitriding processes is the temperature of the surface. In thermochemical treatment processes, there is a problem in precisely determining the surface temperature of heat-treated massive components with complex geometries. This paper presents a simulation of the heating process of a die used to extrude aluminium profiles. The maximum temperature differences calculated in the die volume, on the surface and at the most mechanically stressed edge during the extrusion of the aluminum profiles were analysed. The heating of the die was simulated using commercial transient thermal analysis software. The numerical calculations of the die assumed a boundary condition in the form of the heat transfer coefficient obtained from experimental studies in a thermochemical treatment furnace and the solution of the nonstationary and non-linear inverse problem for the heat conduction equation in the cylinder. The die heating analysis was performed for various heating rates and fan settings. Major differences in the surface temperature and in the volume of the heated die were obtained. Possible ways to improve the productivity and control of thermochemical treatment processes were identified. The paper investigates the heating of a die, which is a massive component with complex geometry. This paper indicates a new way to develop methods for the control of thermochemical processing of massive components with complex geometries.

In education, information and Communications Technologies mostly play the role of a medium of communication, as well as a means of imparting knowledge. ICT, however, is used less as a subject for student activity, i.e. a subject for students to learn, where they can operate the technology, as in robotics or mechantronics. Information technologies are also very rarely implemented in education as a way for students to build their identity and shape their attitudes towards their outside and inside worlds. In spite of this, in the history of educational technology there have been a number of researchers and educators who have promoted interesting ideas for implementing technologies as tools for human cognitive, affective, psychomotor and moral empowerment. Today such people are also present in education, however, they play unimportant roles on the periphery of formal education. This paper is a reminder of a number of ideas by theorists and researchers concerning the implementation of ICT, but mainly highlights the empowerment it gives students and its humanizing/humanitarian role.