My Creative Evolution

Stepping in the World of Machinery

1954.  I came into the world...

1959.  At the age of five, I made my first “invention” -- a hydraulic integrator (water clock). In the presence of my family I filled a tin-can with water, made a small hole in it and starry-eyed watched the water slowly draining from the tin. Perhaps that was my first encounter with the pressurelike and flowlike attributes of the world, deeply impressed me. Watching me do that simple experiment one day I was sure to become a technician.

Coming to Know of Electricity

1964. As a ten year old boy in a primary school I was captivated by the magic of electricity. I remember “inventing” something like an inertia sensor or what at present, in  security systems, is referred to as tilt sensor. I fixed the screw cap of a small electric bulb to an elastic terminal of a 4.5V flashlight battery so that the other bulb lead should touch lightly the stiff battery terminal. Then I enclosed this “device” in a box and launched it in a basin full of water. The “ship” slowly swung and the bulb rhythmically flickered, imagine, by itself! My family was enraptured with my spirit of invention. Then I was absolutely certain I would make an "excellent" electrician!

1967. At that time I enjoyed making electromechanical devices. My favorite elements were polarized relays - both neutral and with memory - solenoids, electromotors, potentiometers etc. When building a simple “servo-system” by two potentiometers, polarized relay and gear motor, for the first time I was faced with the great idea of the negative feedback principle presented in its primitive electromechanical form.   

In Capture of Electronics

1968. As an eight grader I was fascinated by the mystery of electronics and that passion has not left me since. My first electronic device was a multivibrator, which controlled a lamp with a flashing light. Another favorite circuit was the regenerative supersensitive acoustic relay. Again, there was a "presentation" at home where I clapped and whistled in the microphone to make the bulb flash. My professional choice was definitely set - I had thrown in my lot with electronics!

1969. I enrolled in a high school (Lomonosov College of Electrical Engineering, specialty Automation) with enthusiasm. I liked all kinds of automatic and cybernetic devices behaving like living beings - light-, temperature-, motion-activated electronic circuits, etc. In junior classes, in the automation club at the technical school, I managed to build a light-sensitive cyber car following a white path on the floor.

1971. Later on, in the senior classes, with a friend and school-mate we spent a year building a robot which became popular on many expositions and attracted the attention of government delegations. We were awarded gold medals that gave us an advantage in applying to the university. So, even then I knew that I would enter the Technical University of Sofia but I did not know that my whole life would be connected with it. It was around that time I began feeling disappointment because I did not like the formal way I was taught physics, electricity and electronics. 

1973. In the last year at the technical school, I became passionate about the invention. I had the fortune to read a paper on invention in the Patent Office column of Young Designer, an amateur magazine. As a result, I was seized with inventive fervor; many ideas dawned on me. Finally, I entered a competition developing a clever electronic device - a presence detector, sensing a human in the premise and automatically turning on/off the lighting, power, etc. It consisted of two object detectors, logic stage and 74193 reversible counter controlling the load. It counted the number of people in the room and turned on the lights if it was non-zero. Receiving a junior inventor's certificate (a little patent) I already wanted to become a real inventor. I graduated from high school with a gold medal for excellence.

1973-74. After school, I joined the army. It chanced to do my military service at a Department of Electronics of the Military High School in Veliko Tarnovo; the service passed under the sign of inventiveness. In the course of the whole 1974 I was sending proposals to the patent office. In October of 1974 I managed to obtain first real inventor's certificate (a similar to patent document). At that time, I already had interested in all sorts of creative thinking techniques - the lateral thinking of de Bono, Osborn's brainstorming, Gordon's synectics etc., and I began form own such techniques. In time of my army service I obtained further three inventor's certificates in a variety of fields.

At the Height of Inventing

1975. At the end of 1975, I entered the Technical University of Sofia where I was even more disappointed by formal education. I was learning my lessons diligently and passing all my examinations; and yet I had the feeling I did not understand the essence of things which I in fact needed. Finally, I refused to have anything  to do with mathematics and began to rely only on my imagination. Nevertheless, my spirit of invention was there; I had all sorts of ideas, some of them almost impossible. Here are some of them.
  • I tried using electrolysis for data recording. Such an element like a famous memistor, I thought, might replace the conventional magnetic tape; it would be a perfect recorder.
  • Once, looking at the upper side of a door opening and closing, I was struck by an interesting geometrical phenomenon: when two almost parallel lines move slightly against each other then their crossing point moves significantly in a perpendicular direction. I used that idea to "invent" some scanning devices. Later on I would observe that phenomenon when the potential diagram of a differentially supplied linear resistor crosses the zero potential line in a point referred to as "virtual ground", in the superimposed V-I curves etc. Then I learned that it was a well known optical effect.
  • For a long time I was obsessed with the phenomenon of shock-excited oscillations in mechanical, electrical etc. systems. I noticed the number of free oscillations was logarithmically dependent on the input shock magnitude. Thus I obtained a variety of natural analog-to-digital converters, "ringing" LC identifiers, measuring transducers using multiple reflections etc.

I became involved in the research work of the Vibration and Noise Research Laboratory at the Department of Mechanics. I developed electronic vibration measuring devices during my studies and in the first years after my graduation. I took part in tests of buses, tractors and trucks. My development Vibration Measuring System was awarded the Golden Badge at the exhibition in Plovdiv. Finally, I received two more patents for torque converters.

I participated with reports at Scientific sessions of students and young researchers in Sofia and Varna. I conducted an electronics class for first-year students.

I finished my studies with a diploma thesis on Vibration Measuring System.

First Rudiments of Circuit Principles

1977. Sometime around this time, I began to notice interesting circuit phenomena. Here are some of them:
  • In the measuring laboratory, where I was working out electronic measuring devices, once, examining a circuit diagram of an ultralow-frequency amplifier stage, I encountered a "strange thing put into the feedback loop" - a blocking capacitor. I drove that amplifier stage with a sine wave decreasing the frequency and looking on the scope before and after the capacitor. To my great surprise, the amplitude after stayed invariable as long as the amplitude before increased to saturation!
  • Another "strange thing" I observed was the short-circuit protective resistor connected in series with the op-amp output and put again into the negative feedback loop. A many years later, I would grasp that phenomenon. Quite later on I would use that powerful idea to lay down the principle of deliberate disturbance in negative feedback systems and to convert a negative feedback follower into an amplifier (i.e. to build a negative feedback amplifier logically).
  • Also, I remember, I built an op-amp voltmeter connecting an ammeter movement into the negative feedback. Then I added a variable resistor in series with the movement and tried without success to arrange things so that 1 V applied to the voltmeter causes a full-scale deflection of the movement. To my surprise, when I increased the series resistance, imagine, the needle did not move; at the same time, the op-amp output voltage increased! What a magic - as though the op-amp destroyed the resistance! Much later I would manage to realize that phenomenon and to generalize it in the principle of removing a voltage by an antivoltage.

With Amateur Enthusiasm and Inventiveness

1981. After my graduation from the Technical University of Sofia I had the opportunity to choose where to start work... and I began working at the Analog Electronics Laboratory of the Department of Computer Systems as an engineer.

Then I had already decided to generate only realizable ideas. My "technology" included three stages: first, I generated an idea; second, I experimented with a device based on this idea; third, I published a paper in an amateur magazine.

1982. Once, I accidentally connected a red light-emitting diode across a green one and observed an interesting phenomenon -- the red LED extinguished the green one. As I had already tried to make a three-position zero LED indicator so I immediately used that new effect. Thus I invented an extremely simple and nifty circuit consisting only of three resistors (RB, R1, R2), two transistors and, of course, the three LEDs (one green and two red): RB might be omitted; R1+R2 determined a LED current; a voltage divider R1/R2 set a voltage threshold. Encouraged by obtaining a patent I immediately began improving that circuit. After the "point" version I was smart enough to "lift" the forward LED voltage by additional diodes connected in series. Thus I consecutively invented a one-dimensional version of the zero LED indicator and a two-dimensional one (for the latter I obtained another patent). Then I devoted a series of papers to those circuits publishing them in the Young Constructor and Radio and TV amateur magazines.

1984. Something similar occurred when I tried using a current reed relay as an AC current consumption detector. To increase the relay sensitivity I placed a small magnet near the glass capsule and began slowly varying its location. At one moment, the vibrating reed switch got stuck in the closed position. Of course, I was initially disappointed by that harmful effect but I soon realized that the element obtained a wonderful feature -- a kind of memory. When I aimed one pole of an external magnet at the one side of the capsule the reed switch stuck in the closed position and remained in that state even after I had removed the magnet. And vice versa, when I aimed the same pole at the other capsule side the reed switch opened and remained in that state even when I removed the magnet again.

Magic Switch.What a wonderful element that was! It consisted of only a reed switch and a magnet. Nevertheless, the Magic Switch simultaneously incorporated sensitive bipolar magnetic sensing, nonvolatile memorizing, due to its hysteresis, and switching! So I immediately applied it to "magically" arm/disarm the burglar alarm in the car I had just bought. 

Magic Sensor. Nevertheless, I managed to increase the reed relay sensitivity by an additional AC magnetization. Then a new idea suddenly aroused - to affect an internally AC pre-magnetized reed switch by another external DC magnetic field. It turned out to be a wonderful element now consisting only of a reed relay and an adjustable resistor! But it had all the functions of a supersensitive bipolar magnetic sensing and pulse-width modulation.

Magic Control. I used to carry out the experiment of a magnetically controlled DC motor which deeply impressed my colleagues. For the purpose, I connected a small DC motor via the reed switch of the relay to a step-down transformer. Then I supplied the relay coil via the variable resistor from the transformer and adjusted the resistance so that the switch began tapping slightly. After that I hid the "device" in a big box and became a "magician". I aimed the one pole of an external magnet (my "magic wand") at a distance of about 30 cm from the box - the motor started to turn slowly. After that I began moving the magnet slowly - the motor changed speed. Then I aimed the other pole of the magnet - the motor reversed the direction of the revolution.

Magic Compass. It turned out that the magnetic sensor was so sensitive that I even worked out an electronic compass.

Later on I published a series of 9 papers in the amateur magazine Young Designer (in BG) devoted to these magnetic devices (see the links above). At the same time, I published a series of 7 papers about how to invent circuits under the name The Secret of Invention.

1985. I started teaching as a part-time assistant in the disciplines Digital Circuits, Analog Computers, Laboratory Practice. I tried to explain circuits in the simplest and most understandable way for the students and so I gradually started to develop my own circuit philosophy. I participated in the development of laboratory setups in these disciplines.

1986. I passed a competition and was appointed as a research associate in the research laboratory at the department. I participated in two research projects, some of them about electronic devices for controlling internal combustion engines. I developed a thyristor system for control of vibrating setups and a computer system for recording mechanical oscillations, which were used in the educational process of the Department of Mechanics.

Teacher at the Technical University

1987. I began working as an assistant professor at the Department of Computer Science and began teaching Analog Electronics to my students. I continued trying to reveal the secret of circuits. The paradox was that I was accurately teaching them to pure students but...actually I didn't still understand them:)

Right from the beginning, I undertook with enthusiasm to improve the equipment of the Analog Circuit Laboratory where I had to teach. Because of lack of lab instruments I made a decision to convert a popular PC (like Apple II) into a "measuring laboratory". In order to generate and measure voltages (from -10V to +10 V), I provided every PC with digital-to-analog and analog-to-digital periphery. It consisted of four 12-bit DACs (DAC 1200 of a National Semiconductor) and a 4-channel ADC using the third DAC as a building block. I enclosed that periphery in a flat box thus obtaining turning out a very successful technical solution - MICROLAB system. It was a programmable voltage source, a functional generator, an oscilloscope (at low frequency only) and even a power supply for an analog circuit under test! I did the first labs with them and experimented with some organizational ideas. I presented the results with two reports at the Scientific Session "Radio Day - 86". Thus began the idea of MICROLAB...

Using Computers in the Laboratory

During the winter semester of 1987/88 academic year, I experimented with a new method of conducting laboratory exercises, called MICROLAB Educational Technology, in which students worked individually with a flexible schedule. Each student had an individual diskette on which to record the results of laboratory experiments.

I gradually realized that MicroLab was a powerful idea. In contrast to the traditional lab oscilloscope showing data only as a two-dimensional diagram, MicroLab was able to represent results in an unusual way using the educator's imagination. So I developed a set of clever laboratory experiments visualizing circuit phenomena investigated by "living" (interactive) pictures on the screen.

My favorite experiment was an interactive potential diagram of a linear resistive film with resistance R supplied from its two sides by voltage sources V1 and V2. MicroLab continuously measured the potentials (V1, V2 and probe potential VP=VOUT) and drew a potential diagram on the screen. Varying V1, V2, r1/r2 (moving the probe) I and my students respectively  "invented" a set of useful devices: voltage dividers, summer, subtractor, motion-to-voltage converter, multiplier etc. When V1=-V2 a virtual ground appeared on the film and then we made a "manual inverting amplifier": one student was changing V1 while the other student was looking at the virtual ground (a zero indicator was attached) and changing -V2 so that VOUT=0. In the meantime, the potential diagram turned around the virtual ground.

I developed various computerized laboratory experiments, which were used to illustrate unknown properties of the studied electronic circuits. I still use some of them.

1988. I worked out an educational technology based on that approach and set up a student problem-solving research team. We held regular meetings, the results of which we showed on a board in front of the laboratory. Each laboratory exercise was attended by a representative of the group who "assisted the assistant." Some of the participants in the problem group are now lecturers in the department.

I believed that approach might be applied in all the areas of the Electrical Engineering education. Later on, I began popularizing the computer-based approach in an educational laboratory publishing a series of papers dedicated to the MicroLab. A movie about MicroLab was made and shown on TV. MICROLAB was manufactured by the Training Factory at the university. A total of 20 such systems were produced.

1989. I participated successfully in two conferences in the country and in the international exhibition for polytechnics - Prague, where I presented the new setups MICROLAB, and in the international seminar Implementation of Information Technology in the Learning Process in Leningrad with two reports. I participated in the Second and Third National Conference SAITNI in Albena.

I started a PhD at the Department of Pedagogy on the topic of Computer-Based Educational Technology for conducting educational laboratory experiments. I was inspired by the prospects in this field of education.

Only, the educators did not appreciate that approach. They thought it was more difficult than the traditional approach. So MicroLab didn't gain wide popularity; I didn't win the public recognition I needed...

I wrote a Student Manual for laboratory exercises in the discipline Analog Circuitry based on the educational technology MICROLAB. It was published by Tehnika Publishing House.

A Temporary Digression to Business

In the end of 1989 a "wind of change" blew and I decided to set up a business. At the next 1990, I set up the DidaLab firm (Didactic in Laboratory) and began designing instructional equipment for engineering and vocational education.

First, I constructed the DidaLab System -- more functional, plug-in board version of MicroLab intended for IBM PC AT. In order to investigate all kinds of electronic elements I designed an additional module consisting of voltage-to-current and current-to-voltage converters.

Then I developed a flexible medium comprising a variety of building blocks: meters, power supplies, loads, element holders, objects prepared to be investigated, etc. All of them were equipped with magnetic fixing and snap (spring) terminals. Some building blocks looked quite strange -- e.g., conductive foam "resistors" which might be cut, stuck and pricked by needle probes.

In addition, I worked out a set of old-fashioned but clear fixed-range analog meters -- both unipolar and bipolar -- so that the students might obtain simultaneously data in a digital, graphical and "mechanical" form.

In the meantime, I improved the Magic switch, managing to obtain a patent and a trade mark. Based on the Magic switch, I designed a car immobilizer and then set up another firm Magi in the field of security systems. So I bettered my circumstance, but I soon realized business was not my vocation.

1990-1996. During this period, I was engaged in implementing what has been achieved in practice. I first applied the MICROLAB technology in the technical school in Kozloduy, and under my guidance a team of students developed additional modules and stands for testing step and DC electric motors. I also trained teachers in these disciplines.

At the College of Communication Technology, I conducted a 3-year course with students, which I called Electronics for Inventors. The idea of ​​the course was to present the circuitry to them in an unconventional and entertaining way so that they would love it. The director provided us with a room where we furnished a laboratory and held our meetings. We regularly reflected the results on a board in the lobby of the college. I also shared my experience with the teachers of Semiconductor Elements and Measuring Technology.

I developed a new DIDALAB system, constructively implemented as a controller for a 16-bit computer. I made sets of specially adapted devices and objects for the purposes of educational laboratory experiments (with spring terminals and magnetic fastening). I wrote a manual for working with the system and a set of interesting experiments, which was printed in a limited edition.

I developed original computerized experiments in which invisible electrical quantities were visualized on the monitor screen - living analogies, living voltage diagrams (video), living IV curves, etc.

I made my first attempt to promote the technology by publishing a series of three articles (BG) in the new Open Education magazine in the form of an open letter.

Realizing a Vocation Finally

At the age of 40, I finally began to reveal my vocation - to grasp the ideas behind circuits, then to generalize the ideas into fundamental principles and finally to expound more and more circuits to the students by means of the extracted principles.

Building a philosophy of electronic circuits

1997. I realized that my vocation is not so much in organizing the learning process but rather in revealing and explaining the secrets of electronic circuits. I had gained enough experience, which allowed me to build an original, based on human intuition heuristic course in the field of circuitry. In this way of teaching, electronic devices were not given ready-made in their complete and perfect form, but were built sequentially with the help of a hierarchical system of more elementary building blocks, connected in accordance with a system of basic circuit principles. I promoted this approach by presenting seven papers at three conferences and publishing a series of 14 articles in Engineering Review under the general title Looking for the Idea.

1998. I began preparing a series of three large articles concerning some of my powerful ideas for IEEE on Education.

1999. I began preparing a new series of papers How to Invent Electronic Circuits which I intended proposing to some amateur magazines.

1999-2000. I decided to publish a book titled Electronics for Inventors but I was disappointed by the limited potentialities of typography to present color and movement... the Internet was entering in life...

Promoting my philosophy on the web

2001-2005. I started to realize my ideas on the web in the form of a website circuit-fantasia.com (blog) entitled How to understand, present and invent electronic circuits. To attract the attention of visitors, I made it animated and interactive through Macromedia's Flash product. Unfortunately, this year, Adobe stopped supporting Flash Player. But you can solve the problem by installing the Ruffle extension on your browser. Its popularity is high - over 237000 (+1700 compared to 2020) visitors since its opening until now.

I started uploading my classes with my students on the site. In 2004 I periodically uploaded the resources related to the conducting of the seminars, including in English, of the discipline Specialized Computer Electronics (SCE) of the Faculty of Computer Systems. In 2005, I uploaded the lectures and laboratory exercises. I even kept a record of the students' attendance and participation on the site (groups 6163 and 64). I also maintained feedback with students through electronic forms embedded in web pages. At the same time, I uploaded the materials on the discipline Pulse and Digital Circuits of The Faculty of Communication. The idea of ​​this course was not to give circuits in advance but to build them at the moment. For this purpose, we gradually built a collection of circuit blocks, which we used to build even more complex circuits. I also attracted famous specialists and teachers from abroad to take part and express an opinion.

This endeavor proved to be fruitful, and in fact it was the beginning of an e-learning (then cloud services and the Moodle platform were not widespread), which is very relevant at the moment. I decided to promote it among my colleagues by presenting a total of 7 papers at four conferences in the country and three abroad. The most authoritative was EWME’2006 in Stockholm, where I expounded the philosophy of this heuristic way of teaching.

I shared what I had done with my colleagues from the Department of Computer Systems, sending them an enthusiastic email on May 23, 2004, on the eve of the celebration of Slavic writing. Unfortunately, I did not get the encouragement I needed and I moved on on my own... and so on until today...

2006. In order to make my achievements available to a wide audience outside the country, I started contributing to Wikipedia. For several years, I made a total of 7700 (+500) edits of texts on web pages related to circuitry, derived mainly from my classes with students. I created a new Wikipedia page on Miller theorem.

2007. Wikipedia did not allow me to develop my ideas well because it was made up of separate, loosely linked web pages. So, a year later, I moved to Wikibooks, where I created the e-book Circuit Idea, dedicated to uncovering the basic ideas of electronic circuits (conceived as a "philosophy" of circuitry).

2008-2011. In the spring of the 2007/2008 academic year, I carried out my largest web experiment, involving students from 10 laboratory subgroups of Compter Systems specialty in the discipline Specialized Computer Electronics in the coverage of the classes in Circuit Idea. The wiki idea allowed individual students to work on the overall project by uploading various class materials - texts (in English), photos, diagrams and more. We even managed to create a large page together dedicated to Ohm's experiment, used unconventionally for the purposes of modern circuits with operational amplifiers. Pavlin, Virginia students took an active part, creating profile pages in Wikibooks. In total, I developed in detail 25 modules (web pages). I helped them create 10 web pages for their lab groups.

Later, in 2010, the students from group 57 created a web page in which they showed the "pseudo-invention" and the study of an interesting electronic circuit of an LED indicator according to my author's certificate of invention from 1984.

During this period, I presented four more reports, mostly at foreign conferences.

2011-2013. I started a free doctoral program, which gave me the opportunity to collect and hierarchically organize my ideas in circuitry. My dissertation on "A system of heuristics for a functional processing of basic electronic circuits" was devoted to the use of the heuristic approach to reveal the basic ideas in circuitry. A key publication to it was devoted to the use of Miller theorem to modify the characteristics of electronic circuits.

2012. I joined the scientific social network ResearchGate and continued to develop my activities there, started in Wikipedia and Wikibooks. Live contacts with scientists and specialists from all over the world in the network's forum proved to be very stimulating for the birth of new ideas. I started to cover my work with students in the scientific network as most of the discussed problems were extracted and dedicated to my work with the students in the circuit engineering specialties that I teach. Some of the questions I asked were also attended by students who specially created an account on the network. We even did this "live" from the lab during the exercises.

So far, I have asked a total of 124 questions (topics for discussion) dedicated to interesting circuit phenomena and I have answered (taken a stand) with 3439 (+8) comments. I have published a total of 43 articles. This made me a popular author on the web - so far I have a total of 829646 (+171646) visits and 1890 (+27) recommendations. My rating is 20.5 (+0.6) points; the scientific interest is 100 (+7.5).

More than 120 times I have been awarded by ResearchGate as the most visited representative of the department, university, department and the state. Unlike the generally accepted passive way (uploading posts for rating purposes), I use the ResearchGate network actively, by participating in the forum.

2014. I joined (and is collaborating so far) in the largest question and answer platform StackExchange (Electrical Engineering section), where questions are constantly asked and answered in the field of circuitry. This gave me the opportunity to share with a wide international audience the problems I solve with the students in the lecture hall and the laboratory. So far I have asked a total of 12 (+3) questions dedicated to interesting circuit phenomena and I have written 295 (+146) answers. I have a total of 2943 (+1582) edits and 636 (+373) reactions from other participants. What I created was read by 206000 (+66000) visitors. My reputation is 5907 (+2968) points. I have been awarded 1 gold, 9 (+2) silver and 28 (+12) bronze medals.

In the fall of 2020, I joined with great enthusiasm in founding the new Codidact Q&A platform (Electrical Engineering section), where so far I have a total of 17 posts (4 articles, 3 questions and 10 answers). I made a total of 202 edits and 92 comments. I was awarded for the anniversary of the site as one of the first 50 participants with the highest rank (151 points).

Receiving recognition at the university

2015. I received my habilitation, which gave me the opportunity to collect and organize everything I did for the purposes of the learning process in the field of circuitry.

I developed the laboratory exercises in the new discipline "Semiconductor Elements" of the students from ITI. I gave up the ready-made setups, which hid the essence of the studied objects and used solderless prototyping boards. Thus, the exercises were free experiments conducted by students with real elements. The experiment proved successful and continues to this day.

At the beginning of the semester (September 2015), I conducted a unique web experiment by placing this way of conducting a discussion in ResearchGate. There have been many reviews, including from celebrities like Barrie Gilbert. After that I continued to cover the conduct of the laboratory classes until now, asking interesting questions for discussion, illustrated with many photos from the laboratory exercises. The response was wide.

Later I applied this approach in the disciplines Specialized Computer Electronics, Microprocessor Devices and Digital Circuits. Since then I have been uploading the resources for the next lectures and laboratory exercises in all disciplines in GoogleDrive (in parallel with the resources of the Moodle platform).

Present times...

2020. With the introduction of distance learning in the spring of 2020 (due to Covid 19 pandemic), I set about redesigning the way it is conducted in electronic form. Here is the beginning of my first video lecture, conducted with the ZOOM platform, on the subject "Specialized Computer Electronics" (SKE) of students from KSI, 3rd year, module "Computer Engineering".

In the fall of 2020, I began experimenting with distance learning by expanding my free use of the web through the Google search engine during classes. The approach turned out to be fruitful and I am still applying it.

In early August 2020, I resumed my work on Wikibooks, starting a reconstruction of Circuit Idea. I intended to make it a portal with links to the materials he created on the web, but later I found a better option...

In December 2020, I created this blog of Circuit Stories, in which I began to collect and organize the materials I created over the years on the web in the form of schematic stories and links to existing resources. I realize that this is a large amount of work that requires months of work and then maintenance ... but I will do it because that is the meaning of my life...

Conclusion

In conclusion, I want to say that most of my conscious life has been spent at the Technical University of Sofia in the service of what I was appointed as a lecturer - teaching students. Everything I have done and am doing - publications, research, web materials, participation in scientific networks and sites, technical means, etc., has been intended for this purpose. I dedicate most of my time at work, at home and elsewhere to developing new materials in this direction. I consider it not as a job but as an activity that I do by vocation. I have shared everything I have done on the web to be useful to my colleagues - teachers in the field of technical education. So, it has a methodological value not only within the country but also abroad.

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