Accepted Abstracts

Teaching Modules on the Outstanding Personalities of the American Hungarian Diaspora in Hungarian Secondary and Tertiary Education

Type of Abstract (select): Paper presentation

Abstract (max. 250 words):
Through the presentation the audience will be acquainted with the contents and methodological frameworks within teaching modules, (mostly seminars) implemented in Hungarian secondary and tertiary education concerning the history, impact, and activities of outstanding American Hungarian personalities from the 18th century to the present day. However this rather important topic is not part of the Hungarian curriculum the lecturer has the unique opportunity to merge cross-curricular interdisciplinary contents during his teaching modules, as a scholar and researcher of American studies as well as a teacher of IT English and civilizational studies. Students learn about the significant impact of outstanding American-Hungarian military leaders in the American War of Independence and Civil war as well as on the importance of the Hungarian artists and scientists in the development of the American film industry, nuclear and computer science or space exploration. The teaching modules presented in the session cover the application of multimedia gamified approaches in IT English and British-American civilizational classes focusing on the lives, activities and indisputable impact of such personalities as Mihály Kováts, Sándor Asbóth, György Pomutz, József Pulitzer, Adolph Zukor, Vilmos Zsigmond, József Galamb, Zoltán Bay, Edward Teller, John Neumann, Theodore Kármán, Andy Grove, Ferenc Pavlits, Charles Simonyi and many others. These modules prove to be highly popular and appreciated by students involved in this kind of classroom activities, though unfortunately tend to be rather unique and uncommon in the Hungarian education system.


Brief Professional Bio (max. 100 words):
Zsolt Csutak is a teacher of English and civilizational studies, as well as a Ph.D. candidate, and researcher of US foreign and security policies. He has a special focus interest on the nexus between religions and politics, and the various challenges imposed by the rise of new technologies on culture, and education. He had traveled around dozens of countries, so far and spent some highly rewarding months with academic scholarships in universities in France, Finland and Ohio, United States.

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“Ez a legstickybb glue” – Patterns of Language Use in the Classrooms of Hungarian Heritage Schools in the Cleveland Area

Type of Abstract (select): Paper presentation

Abstract (max. 250 words):
Previous research on Hungarian Americans’ language has so far focused on adults, while much less attention has been paid to children and to teacher-child communication in a heritage-school setting. Although there has been a large close-knit Hungarian community in the Cleveland area whose members have passed on their heritage language to their children throughout generations, there have been no linguistic studies conducted in that community.

To address the gaps above, Hungarian heritage schools in the Cleveland area were invited to participate in a research project. As part of a concise linguistic study, class observations have been conducted since the end of October 2023 in eight classes in two schools. The aim was to determine the patterns of language use, the attitudes towards the Hungarian language, the characteristics of the local variety of Hungarian as well as the triggers for specific linguistic choices.Language-related field notes have been taken on the classroom activities of 42 students between the ages of 6-17 and on that of their teachers. While in the classroom, the field worker has taken notes on code switching/mixing, translanguaging, language maintenance/attrition, subjective reactions to linguistic phenomena and on the linguistic landscape. The research project is still on-going. To date, a total of 28 hours of classroom observation resulted in a 14400-word corpus of field notes. The findings of a qualitative analysis of the data collected by the time of the conference will be presented.


Brief Professional Bio (max. 100 words):
Krisztina Fehér is an Assistant Professor at the Department of Hungarian Linguistics, University of Debrecen, Hungary. Her research interests are child language, bilingualism and bidialectism. She earned her Ph.D. in 2012 in Hungarian Linguistics. She is the author of three books on linguistic methodology (2016), the phonology of child language (2017), and cognitive grammar (2018). Currently she is an MFA Visiting Lecturer at the Department of World Languages, Literatures, and Cultures at Cleveland State University, Cleveland OH, USA. She instructs Hungarian language courses in the Hungarian Program and linguistics courses in the Linguistics Program.

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Principles and Implementation of a Hungarian Reading Comprehension Intervention

Type of Abstract (select): Paper presentation

Abstract (max. 250 words):
Reaching an appropriate level of reading comprehension is a time-consuming journey; supporting this developmental process may even holds relevance in higher education to prepare students to successfully deal with academic texts. Over time, the focus in reading competence support should gradually be put on teaching reading strategies. This seems to have its challenges in several countries. In Hungary, the most fundamental issues are the short period of time explicitly dedicated to teaching reading, on the one hand, and the lack of knowledge in methodology of teaching reading strategies, on the other hand. This presentation describes the principles and implementation of an ongoing reading comprehension intervention which addresses these problems. The presentation builds on the data from PIRLS and PISA, and highlights the relevance of the intervention in Hungary from an international perspective. As part of the intervention, 12 teachers received training to enhance the reading comprehension of 5th grade students embedded in the domains of history and science. Two 8-hour workshops were held where teachers were actively involved in the selection and adaptation of reading strategies and motivational fundamentals to be used in the intervention to the curricula of the two domains. These were followed by a 12-week trial period. The international relevance of the intervention lies in the close cooperation with teachers, which may be crucial for the sustainability of the intervention methodology.


Brief Professional Bio (max. 100 words):
Jozsef Balazs Fejes holds an MSc in Geography, an MA in Educational science, and an MA in Labor relations from the University of Szeged; he holds a PhD in Education. He works as an Associate Professor at the Institute of Education, University of Szeged, Hungary. He is the head of the MTA-SZTE Reading and Motivation Research Group. His research covers learning motivation, reading competence, and equity in education. He is the co-founder and president of the Motivation Educational Association, a Hungarian NGO which supports the education of disadvantaged and Roma students and is an advocate of an inclusive society.

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Cognitive Skill Development with Mathematical-Artistic Games: The Mondrian Blocks in the CogniTeach Project and Beyond

Type of Abstract (select): Paper presentation

Abstract (max. 250 words):
The CogniTeach ('Cognitive coaching for needs-based pedagogies in teacher training') project, supported by the European Commission, focuses on enhancing early childhood and primary education. It introduces an extensive online training course for student teachers and trainers, featuring adaptable tests and broad dissemination through partnerships. This initiative aims to develop workshops and a learning management system for delivering innovative teaching methods, targeting significant improvements in young children's educational outcomes. This presentation examines the utility of the Mondrian Blocks, a mathematical-artistic tool, for developing spatial abilities in early education. Spatial abilities are foundational for later learning and talent development, yet they often lack adequate representation in teaching curricula. The Mondrian Blocks game presents mathematical problems where an n x n grid can be divided into rectangles in various ways. This tool fosters crucial cognitive functions in both mathematics and art education, including sensorimotor and executive functions, and abstraction skills. Suitable for both individual and collaborative learning, the game's international research and development, informed by teacher feedback, are justified. The presentation outlines the current results and future directions of the project.


Brief Professional Bio (max. 100 words):
Kristóf Fenyvesi, Ph.D. is a Hungarian researcher from Finland specializing in STEAM education, multidisciplinary learning, and cultural studies. He is a Senior Researcher of University of Jyväskylä’s Finnish Institute for Educational Research, and the founder of Experience Workshop Global STEAM Network. He is a member of various research groups, including the University of Jyväskylä's Research Group for Innovative Learning Environments, Tampere University’s Research Group for Education, Assessment, & Learning, and also a visiting researcher of Tallinn University's Educational Innovation Collaboration Cluster, STEAM4EDU. Associate Professor of Indonesia University of Education (UPI). He is the Community Events Director of the Bridges Organization, globally the largest education community for mathematics and the arts. Fenyvesi has written numerous articles published in prestigious journals and edited math-art-education handbooks. He is an active organizer and contributor of international scientific events, education programs, exhibitions, STEAM workshops, and festivals worldwide.

Judit Kerekes’ educational philosophy is based on a perspective that can promote a positive change for the future. Professor Kerekes visits classrooms frequently. Together they discuss their classroom needs. Power of professional peer learning and collaboration are indeed powerful paradigms which characterize her educational philosophy and teaching style.

Eleonóra Stettner, PhD, holds a Master's degree in Mathematics, Physics and Computer Science. She obtained her PhD degree in Geometry at the Budapest University of Technology and Economics. She worked for 25 years in a high school where she taught mathematics, physics and computer science to children aged 10-18. He has been working at the university since 2003. He teaches mathematics at BSc, MSc and PhD level. Most of his publications are on methodology in mathematics teaching, the use of computer programs in mathematics teaching and the relationship between mathematics and the arts. She has been a professional leader and participant in several international projects with an interdisciplinary approach.

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Teacher Preparation in Hungary: Exploring possible implications of research and reframing challenges from the US context

Type of Abstract (select): Paper presentation

Abstract (max. 250 words):
While research has shown that a high number of new teachers leave the profession within the first five years of their career in different countries across the globe (Gallant & Riley, 2014), Hungary has been reported to be one of those European countries most severely hit by teaching shortages, with more than half of its lower-secondary teachers retiring in the next 15 years, and at the same time facing serious teacher turnover and initial teacher education student shortages (European Commission, EACEA, 2021). Pre-service teacher education in Hungary is currently being restructured (Hungarian Government, 2021), so time has come to reflect on different components of teacher training and the practices of those involved in it. Expectations of initial teacher education programs arise from 21st century expectations of teachers (Darling-Hammond, 2006), a shift towards the development of learners in competence areas (European Commission, 2018), as well as the conclusions of teacher education research shedding light on the effects of teacher preparation programs on teachers’ future practices and overall career (cf. Faez & Valeo, 2012; Farrell, 2009). After summarizing relevant contemporary challenges and dilemmas of preparing new teachers in Hungary, the presentation will discuss implications of a study conducted about Hungarian English as a foreign language teacher candidates’ preparation, and then will use emerging themes of interviews with university teacher educators in the United States to reexamine those challenges, dilemmas and implications.


Brief Professional Bio (max. 100 words):
Katalin Hubai works for Eotvos Lorand University, teaching English as a foreign language (EFL) and mentoring student-teachers at the university’s on-site secondary school. She is also a part-time lecturer at the Department of English Language Pedagogy, where she trains future EFL teachers. Ms. Hubai earned her master’s degrees from Eotvos Lorand University in English and Hungarian language and literature. She is currently pursuing a doctorate degree from her alma mater in language pedagogy and English applied linguistics, doing research on preparing future teachers for developing key competences for lifelong learning in the EFL classroom. After participating in the Fulbright Classroom Teacher Exchange in California in 2012/2013, Ms. Hubai is back in the United States for the 2023/2024 academic year as a Hubert H. Humphrey Fellow at Vanderbilt University in Nashville, TN.

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Legacy of a Female Junior Basketball Team

Type of Abstract (select): Paper presentation

Abstract (max. 250 words):
Amidst the COVID-19 pandemic in Hungary, members of a female basketball team from the 1970s had a virtual meeting in April 2020 lieu of their quarterly in-person reunions. The former teammates shared what they were doing during quarantine, lamented over postponed weddings, and announced the birth of their grandchildren. What political and cultural conditions sparked the creation of the community, and what are the experiences that bonded them together in this way? In the first of its kind within the Eastern Bloc context, Emese Ivan is conducting oral histories – following the work of Graham Smith (2007), Carly Adams (2014), Johanna Mellis (2020) - with Hungarian female athletes who belonged to a single basketball team during their teen years under socialism. Beginning in childhood, the athletes developed a lifelong bond and received plentiful sporting opportunities while playing for a highly-successful female coach at the Központi Sportiskola, the Central Sports School in Budapest. Their sporting opportunities in the 1970s stood in stark contrast to the limitations that female athletes faced elsewhere, perhaps most famously in the US where it took federal legislation to force public education institutions to fund both genders equally in sport. The presentation will reflect on how the women’s memories and experiences of their time full of dynamic opportunities and a rich community contrast with an outsider’s perspective of a doping-obsessed regional sport system under a broader harsh, unjust socialist Bloc.


Brief Professional Bio (max. 100 words):
Emese is an Associate Professor, Health and Human Services at Sy John's University. She has served as Senior Associate Dean in the College of Professional Studies between 2020 and 2023.Her research interest includes studying the intersection of sport and physical activity and health. She is also publishing actively in the field of sociology of sport. She received her PhD in Kinesiology from the University of Western Ontario in Canada, MBA from Purdue University and her BA at the University of Economics in Hungary.

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The Global Network Builder: Aurél Török

Type of Abstract (select): Paper presentation

Abstract (max. 250 words):
Aurél Török (Thewrewk) Ponori (1842–1912) was the most prestigious representative of the Hungarian anthropology founded in the 1880s, a scientist who followed the "Hungarian type", a professor at the University of Budapest, for a few years its rector, and a nationally known authority. He used the Hungarian spelling of his name because he thought it was more appropriate for a scientist with a civil career. His father was a writer, an active figure in the 19th-century public sphere, who brought up his sons with great awareness and attention, and taught them how to build and use social relationships. When Aurél Török took up the rectorship of the Royal Hungarian University of Budapest on 22 September 1907, he was at the peak of his academic career and had achieved outstanding academic results. On the first page of the published rector's address, he gave 24 lines of academic and public titles – a list that could be the outline of a biography. Turkish doctor of medicine, public and full professor of anthropology, director of the Institute and Museum of Anthropology, corresponding member of the Academy of Sciences, Royal Court Councillor, Knight of the Order of the Iron Crown, Honorary Member of the Anthropological Society of Munich, Honorary Member of the Société D'Antropologie of Paris, Corresponding Member of the Anthropological Society of Washington, Member of the Anthropological Society of Berlin, Member of the Moscow "Imp. Obzsesztvo Lubitelej Jesztjesztvoznanija Antropologij I Jethnographij", and a corresponding member of the Sociedad logica de la isla de Cuba in Havana – and the list goes on. The Manuscript Archives of the Hungarian Academy of Sciences hold hundreds of letters written to Aurél Török from all over the world. Török had an exceptional network of international contacts, which he maintained and expanded until his death. In this lecture, I will analyse Aurel Török's global network of contacts: who did he know, who were his friends and colleagues, and how did he relate to them?


Brief Professional Bio (max. 100 words):
Mónika Mátay is a social historian, an associate professor at Eötvös Loránd University, and a research fellow at the Institute of Advanced Studies Kőszeg. She is the author and editor of several books, lately she edited volumes of a series titled Talking Houses.

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Hungary as a Global Campus: Exploring the Hungarian Culture through the Eyes of International Students

Type of Abstract (select): Paper presentation

Abstract (max. 250 words):
The number of international students in Hungary has experienced a substantial increase in recent years, reflecting the growing global interest in the country's higher education institutions and presenting a dynamic landscape for cultural exchange and academic diversity. This presentation aims at demonstrating the results of a survey involving 197 international students studying in the country, encompassing disciplines ranging from business, healthcare and medical studies to diverse fields, such as engineering, IT, social sciences, and the arts. The questionnaire delves into various aspects, from students’ socio-demographic and cultural background, to language barriers, assimilation, and adjustments to Hungarian society and student life.
The findings not only shed light on the appreciation of Hungary's vibrant culture, traditions, and welcoming communities but also highlight specific challenges faced by international students, such as navigating language barriers, adapting to different academic systems, and coping with cultural adjustments. This contributes to a broader comprehension of cultural exchange in Hungarian higher education. By understanding these experiences, valuable insights are gained into the adaptation processes of international students, thereby providing information for the development of targeted support systems and initiatives. Thus, the identification of areas for improvement enables higher education stakeholders and Student Unions to formulate and implement policies and strategies addressing the specific shortcomings.
Consequently, Hungary's internationalization strategy, its evolving role as an educational hub and the impact of international students on the nation's global identity highlight Hungary's potential as a prominent destination for international education, positioning it on the map as an attractive educational landscape.


Brief Professional Bio (max. 100 words):
Timea Németh, PhD., habil, is an associate professor at the University of Pécs Medical School. She specializes in instructing English and Hungarian for Medical Purposes, intercultural competence, contemporary teaching methodology, and preparing students for study abroad. Her research portfolio encompasses intercultural competence, intercultural language acquisition, multicultural education, internationalization processes, and the utilization of online educational tools.

Annamária Sütő is a third-year International Business student at Corvinus University of Budapest, and she also holds the position of Head of Communications Department at the university’s Students’ Union. Her research interests include multiculturalism, cross-cultural communication, transnational economy, and diplomacy.

Balázs Sütő MD, Phd, is an assistant professor at the University of Pécs Medical School. He works both as a clinician and as a lecturer, teaching Hungarian and international medical and healthcare students. In addition to his contributions to medical research, he is actively involved in studies regarding medical and multicultural education to improve the understanding of diverse perspectives and enhance the educational experience of students.

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Bridging the Language Gap

Type of Abstract (select): Paper presentation

Abstract (max. 250 words):
Almost every Diaspora meeting starts with a heated debate about whether the meeting should be held in English or in Hungarian. The main reason for this dilemma is, that there are language barriers on both ends. How do we bridge the language gap? What alternative ways of communication are there to embrace individuals who have a strong connection to Hungarian language and culture but didn’t master the language? What practices does the American-Hungarian School’s Association follow to help learners, educators and parents to overcome language barriers?


Brief Professional Bio (max. 100 words):
Katalin Petreczky was raised in Budapest, Hungary. She studied at Kossuth University in Debrecen and at Bielefeld University in Germany. Katalin also has been working for 20 years as German as a second language teacher at the Deutsche Sprachschule Long Island (DSSLI) where she serves the board as the director of the adult program. She is also a founder and co-president of AMIT, American-Hungarian School's Association. In this capacity she organizes conferences, workshops, webinars and reading camps, edits the organization's newsletter, represents the organization and reports on its activities.

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Rhetorics Education in Hungary in the 21st century

Type of Abstract (select): Paper presentation

Abstract (max. 250 words):
Participation in international science is an increasingly widespread expectation at universities in Hungary. The programs and faculties that are specifically based on native language are more difficult to meet this expectation: partly because of the language skills of instructors and partly the nature of the curriculum. The internationalization efforts launched at ELTE also aim to establish mostly English-language programs that are more likely to participate in university students from other countries. The paper presents such a plan: there are rhetoric curriculums in Western Europe and America, but there is no example in Hungary. Rhetoric is part of university education in Hungary, but often only optional. However it is not always clarified what science means by rhetoric, although the development of the duality of thinking and language usage is one of the key competences, both in the mother tongue and in a foreign language. The presentation covers the teaching of the theoretical foundations of rhetoric, as well as the necessity and methodology of developing oral and written skills in language usage, and developing possibilities of thinking in argumentation. In addition, it presents the regular theoretical foundation of papers and presentations for rhetoric researchers at international conferences. The aim of the paper is to present the philosophy, possible structure and market needs of the establishment of a master degree in Rhetoric that holds its own among international curriculums as well.


Brief Professional Bio (max. 100 words):
Ádám Pölcz studied at the ELTE Eötvös Loránd University, and received his PhD in applied rhetoric. Since 2014 he has been working at the Faculty of Primary and Pre-School Education, and currently he works as an associate professor and the head of The Department of Hungarian Language and Literature. Most of his papers are about rhetoric, language cultivation and semiotics. Ádám Pölcz worked for years as a radio announcer and his secondary job connects to his main research fields: as a program director at the Petőfi Cultural Agency he has responsibility for the operation of the Hungarian language strategy.

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Social and Cultural Capital of Unsuccessful Foreign Language Learners in Hungary

Type of Abstract (select): Paper presentation

Abstract (max. 250 words):
In our study we examined the issue of unsuccessful language learning, focusing on a specific segment of the student population, the group of students who completed their university studies but did not obtain a degree due to lack of language exam. On the one hand, we sought answers to the question of the impact of demographic and socio-economic variables and language-specific cultural and social capital on the chances of obtaining a language proficiency exam. We also sought to find out to what extent the type of secondary school and academic achievement influence the success rate of language learning. In addition, we also wanted to find answers to the question of which language learning strategies increase the chances of obtaining a language proficiency exam. For both our databases, we used an online data collection method in the form of a questionnaire. It was sent out to those graduates of two universities in the eastern part of Hungary who did not get a degree after completing their studies due to lack of language examination, and who had already passed the language examination as an undergraduate. The returnees formed the two databases: Unsuccessful language learners 2019-2021 (N=560) and Successful language learners 2021 (N=820). For a national perspective we used the FIR 2017 database, which collected data on 96459 individuals. A new finding is that unsuccessful language learners have on average lower social and cultural capital, parents with lower educational attainment, and friends with lower language skills. Overall, in terms of language learning methods, those who were successful were likely to have been influenced by digitalization. Furthermore, the indirect effect of highly educated parents is also evident.


Brief Professional Bio (max. 100 words):
Zita Somfalvi acquired her first degree in 2004 as an English language teacher and social pedagogue. She has gained work experience in primary, secondary, adult, and higher education. She joined the University of Nyíregyháza four years ago, she is a senior lecturer. She received her PhD degree in 2023.

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Adventures in the Universe of Education with Poly-Universe

Type of Abstract (select): Paper presentation

Abstract (max. 250 words):
The geometric skill-building game Poly-Universe by artist János Saxon Szász is becoming increasingly integrated into public education, following the success of recent years' projects. The PUSE (Poly-Universe in School Education) Erasmus+ project focused on teaching mathematics through visual experience. A collection of almost 150 exercises was developed together with practicing teachers from Spain, Slovakia, Finland and Hungary.
If we want a method to spread in education, we need to convince teachers of its value. Therefore, the PUNTE project (Poly-Universe in teacher education) focused on teacher education and teacher training. It has broadened its scope, not only in terms of mathematics, but also in terms of cross-curricular methodological courses in the spirit of STEAM (Science, Technology, Engineering, Arts, Mathematics) methods. The aim of the project is to provide future teachers with the tools to put into practice subject concentrations, education through art, playful and motivating lesson planning, adaptive teaching. A study discussing methodological foundations, a collection of good practices has been completed and the universities participating in the project are continuously incorporating the PUNTE learning modules into their courses. The presentation will report on the results of the two projects, illustrating the work with some concrete tasks and giving an insight into how a dynamic computer program (in this case GeoGebra) can add new ideas to a task bank generated by a manipulative tool. https://puse.education/


Brief Professional Bio (max. 100 words):
Eleonóra Stettner, PhD, holds a Master's degree in Mathematics, Physics and Computer Science. She obtained her PhD degree in Geometry at the Budapest University of Technology and Economics. She worked for 25 years in a high school where she taught mathematics, physics and computer science to children aged 10-18. He has been working at the university since 2003. He teaches mathematics at BSc, MSc and PhD level. Most of his publications are on methodology in mathematics teaching, the use of computer programs in mathematics teaching and the relationship between mathematics and the arts. She has been a professional leader and participant in several international projects with an interdisciplinary approach.

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Poly-Universe: Art, Game, Math (Workshop)

Type of Abstract (select): Workshop

Abstract (max. 250 words):
The Poly-Universe is art and play, a visual experience-based mathematics teaching methodology, a tool for interdisciplinary change in teacher education. The Erasmus+ PUSE project aimed at developing a new visual mathematics teaching methodology, as the novelty of the tool lies in the scale-changing symmetry inherent in the basic shapes and the colour combination system assigned to them. It can be used in a wide range of educational contexts, particularly in mathematics, geometry and combinatorics. After the development of the mathematical methodology, Erasmus+ PUNTE was launched as an integral continuation of it. The project also aims to develop an innovative, interdisciplinary, STEAM-based pedagogical method, good practices and courses, which are primarily related to this revolutionary educational tool. The Poly-Universe is incredibly simple, yet infinitely complex, synergy in education:
http://www.poly-universe.com/
https://www.punte.eu/
https://puse.education/
https://mersz.hu/hivatkozas/matud202311_matud_book1/kom/1
For the workshop we need 6 tables and chairs for about 30 participants, and a projector.
Workshop professors: János Szász Saxon inventor and Zsuzsa Dárdai art critic, educator


Brief Professional Bio (max. 100 words):
János Szász Saxon's career began in the late 1970s at the constructivist free school of János Fajó and Tibor Csiky, and continued at the Pest Workshop. Graduated from the University of Óbuda and the University of Applied Arts. In the 1990s he became associated with the international MADI movement, which freed his ’poly-dimensional’ vision from the grip of the rectangle. The first play modules of the Poly-Universe were created in 2000 in the context of a fellowship at the Espace de l'Art Concret (EAC) pedagogical workshop in the South of France. Since 2016 he is regular member of the MTA - Széchenyi Academy.

Zsuzsa Dárdai is co-founder of Poly-Universe, and organizer of PUSE-PUNTE Erasmus+ projects: She has strong artistic links as educator, journalist, art curator and manager. 2010- participant of Bridges (art & mathematic) Organization (USA); 2008- educator of Experience Workshop; 2005-2012 curator of MTA-MADI Gallery; 2003- art director of International Symmetry Association; 1998-2008 editor-in-chief of MADI geometric art periodical; 1995- co-founder of Mobile MADI Museum; 1990-2002 president of FAME art association; 1990-2005 editor of Shadow Weavers Co-media; 1997–1999 editor of Duna Workshop; 1997–98 teacher at ELTE PressEurope; 1995–1996 editor of “Muse” in Hungarian TV; 1986- regular member of the MÚOSZ Hungarian Journalists’ Association.

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