互动通iTouch：超越视界，震撼心灵！

2002年，中国第一个视频广告在互动通诞生，从此，富媒体广告就以其强烈的交互性及对视觉强烈的震撼及感染力，迅速在互联网眼球大战中占据绝对强势地位。至今互动通依然占据着国内73％的富媒体广告供应，近年来更实现了300％的利润增长。     

园区同样吸引大集团——访互动通控股集团总裁邓广梼

尽管入驻创意产业园的公司大多是中小型公司,但是对于大型集团同样有吸引力。作为一个成熟的集团公司,互动通旗下拥有三大平台:数字广告平台hdtMEDIA、移动数字广告平台hdtMobile与数字广告交易平台hdtDXP。     

400亿的力量与思考——访互动通控股集团CEO郑斌

在中国的广告市场，互动通几乎成为富媒体广告的代名词。在硝烟弥漫的广告疆场，能够如此无可争议地让人接受作为这一领域当之无愧的老大，其功力自然非同凡响。作为互动通控股的创始人之一，郑斌伴随互动通走过了中国网络市场的低谷，不断摸索前进，最终明确以提供富媒体网络营销解决方案为主要业务内容的经营方向。。     

互动技术将成为未来营销领域的关键——访互动通控股集团CEO 郑斌

互动通所要完成的就是将创意类广告平台、精准类广告平台和移动广告平台相串联,成为一个互动的数字广告平台。Q：作为互动通的CEO,您如何理解＂互动＂这一概念？A：互联网是一个互动的媒体,用户可以在互联网上实现浏览、点击、追踪等一系列的行为,我们在使用技术时,也重视其互动性。     

面对寒冬，网络岂是弱者——互动通圆桌对话纪实

2009年8月，中国艾菲将连续第三年在互动通控股总部举行评审，此奖项以实效论英雄，是目前世界上唯一的一项以广告效果为主要评审依据的权威广告奖项。借此契机，7月7日，互动通控股邀请了来自广告代理公司、媒体、第三方服务机构的专业人士，在互动通公司举办了一场别开生面的圆桌对话。互动通总裁邓广棉作为中国艾菲奖东区评审主席及整场沙龙的主持人，与嘉宾共同探讨了实效营销的发展重点及趋势，总结了经济危机为网络营销带来的挑战和机遇，在经济危机的大环境下深入解读了网络媒体的新价值，共话网络营销的未来发展。     

互动通,一路勇往直前

一年一度的互联网广告界盛会＂第四届富媒体广告趋势论坛＂11月26日即将在上海隆重召开。本次论坛将邀请众多互联网领域的顶级专家和商业应用界的模范领军人物出席。互动通每届论坛的成功举办都会给整个富媒体广告行业带来很多新的理念和机遇。这次互动通又会给我们带来什么呢？众人拭目以待。     

hdtDXP:互动通数字广告交易开放平台

hdtDXP是互动通控股集团近年来自主研发的广告交易开放平台,该平台集合了最先进的广告技术和理念,为广告主和代理商提供一个全新的广告交易平台,可实现多渠道和基于人群购买的实时竞价功能,从而达到广告投放的高回报(ROI)、高效率和高透明度。     

SSP平台：为广告投放保驾护航——专访互动通控股集团首席产品官韩啸

在2013年年初的时候，整个广告交易市场还处于起步阶段，除了从事数字营销的专业人员对这个行业有一定程度的了解之外，广告主和媒体对广告交易市场还相对陌生。当时，记者就广告交易市场的相关话题采访了互动通控股集团研发副总裁顾以文，他用“培育期”来形容当时的市场环境。     

互动通：314爱情魔方

白色情人节起源于欧洲，有别于2月份的情人节，2月14日情人节男方送给女方一份情人节礼物，而到了3月14日，就该轮到女方送给男方礼物了，代表了更多的期盼和幸福。在这个充满浪漫和温暖的日子，互动通在PC端和手机端发起“314爱情魔方”活动，通过一句句拨动心弦的美妙字句与爱情箴言，与受众共同分享互动通对爱情的理解与态度，在传递爱意的同时，提升互动通的品牌知名度。     

互动通十周年 郑斌：我有一个梦想

一个企业的成功有很多标准，能够成为所在行业的代名词无疑是其中最有说服力的一项。就像Google之于搜索，今天的互动通就是富媒体，富媒体就是互动通。从中国第一个富媒体网络广告在互动通诞生即是如此，而这一晃互动通CEO郑斌跟他们的团队已经走过了十年时间。     

每一面都美 会议让世界更美好

会议行业所传递的创新与博爱的精神影响着现代人生活的方方面面。会议人正用他们的智慧开拓亿万人获取知识的新方法,并对全球经济的发展做出重大贡献。他们投身于慈善,为自己的社区建设添砖加瓦、为更多的家庭送去欢乐;他们提倡绿色环保,让我们的环境更加优美宜人……会议人呈现出八面玲珑的出色能力,让世界变得更加美好。     

The emotional side of price

This exploratory study considers the role emotion plays in relationships among several constructs surrounding price. The findings suggest that some aspects of emotion—here surprise and enjoyment—play a role in consumers' responses to and use of price information. Surprise and enjoyment were found to act in concert with involvement, price consciousness, and price–quality associations in respondents' complex reactions to price. Everyone's personal experience suggests that emotions can influence people's reactions to the price of products; this research lends preliminary empirical support to such everyday experiences. The results of this exploratory study clearly point to the need for more definitive studies in the future. © 2001 John Wiley & Sons, Inc.     

The practical side of international trade

We've all heard stories about U.S. exporters who shipped goods, then were not paid—or importers who bought goods from abroad, then found them not up to quality or received them too late. These problems are often due to too much concentration on the glamorous side of international trade and too little attention to the practical.     

The theoretical side of teaching entrepreneurship

There is an on-going debate in the entrepreneurship academy about whether we can actually teach students to be entrepreneurs. Its resolution is inextricably connected with our theoretical assumptions because they affect how and what we teach. This article is the first in a set of two contained in this issue that argues that we should develop more refined, cumulative theory and teach it to students in a way that emphasizes learning by doing, which should accelerate student mastery. This first article treats the theoretical side of teaching entrepreneurship, whereas the second addresses the pedagogical side of entrepreneurship theory.Those who advocate that entrepreneurship can be understood and taught to students assume that researchers will eventually develop a more general theory of entrepreneurship. Theory is an essential part of what we teach because we do not know any other way to help students anticipate the future, which is a key to entrepreneurial success, unless we counsel them to rely on luck or intuition. The limitation of luck and intuition is that we do not know how to teach either of them. If students could accurately anticipate the future, they could allocate their resources in the most productive manner, which would ensure their survival, satisfaction and prosperity. Despite the current limitations of our theorizing, theory still offers the most promise as course content for students.This article sides with Kuhn (1970) who argued that theory is the most practical thing that we can teach to students. Its purpose is to comment on the progress to date in developing entrepreneurship theory. It begins by analyzing the contents of 18 syllabi provided by participants at a retreat for entrepreneurship scholars. It notes a wide divergence in topics, and possible causes for this divergence, which seem to be characteristic of a developing academic discipline. It appeals for more theory in our courses and suggests questions to which entrepreneurship scholars can provide distinctive answers when compared with those offered by scholars from other disciplines.One way to add more theoretical content to entrepreneurship courses is to teach students what they ought to do, which is coded language for theory. In addition, instructors should not merely describe what entrepreneurs do, particularly in light of the observation that most of them fail and accordingly have been described as ill-fated fools. Finally, assuming that scholars can offer a more general theory of entrepreneurship, they would be able to emphasize more deductive approaches as opposed to inductive ones.These appeals for more theoretical content depend on several assumptions, which include: (1) the improbability that students can encounter circumstances that would be similar to anecdotal lessons learned in entrepreneurship school; (2) the existence of a process that can be explained theoretically; (3) studying ideal types can be discouraging to aspiring entrepreneurs if they do not fit a special profile; (4) the high failure rate among entrepreneurs makes suggesting to students that they ought to pattern their activities after them seem illogical; (5) studying average profiles, anecdotal recommendations, rules of thumb or war stories can only lead to average returns, given semi-strong information efficiency; and (6) leveraging the motivational benefits of studying successful entrepreneurs may have detrimental, unintended consequences, among others.This article notes possible causes of non-cumulative theory building and suggests several opportunities to build cumulative theory. Although it acknowledges that the field of entrepreneurship currently lacks cumulative theory, it offers a contingency approach for teaching entrepreneurship, which is actually very similar to the scientific method used by scholars to develop hypotheses about the future.     

The pedagogical side of entrepreneurship theory

This is the second article in a set of two in this issue that deals with challenges in entrepreneurship education related to theory building and pedagogy. The first article argued that educators must increase the theoretical content in their courses if they hope to develop in students the cognitive skills to make better entrepreneurial decisions. This second article discusses a strategy for teaching entrepreneurship theory.The difficulty with teaching theory to entrepreneurship students is that they are likely to complain that “theory is boring! Lectures are boring! School is boring!” All three of these—theory, lecture, and school can also be irrelevant. We as teachers can also be boring and irrelevant! Students may not understand that learning theory can be highly interesting. Unfortunately, the process used to teach theory could be boring.We become boring as teachers when our classroom style becomes predictable because students are never surprised. We become irrelevant as teachers when we fail to apply theory as a tool to answer student questions. Good theory can always pass the test of applicability. If we fail to teach our students how to apply it in surprising ways, it is we who are at fault, not the theory.An effective strategy for teaching theory to students must be approved by them and monitored by teachers to be effective. If our purpose is to assist students to become skilled in theory-based competencies, the most effective method is to establish a student-approved system for class meetings that requires students to practice specific skills. Obtaining student approval is important because almost any system will work better if students feel good about it. In other words, students acquire competencies through their practice with theory-based activities.A theory-based activity approach is based on the assumption that to the extent that a teacher is the initiator of knowledge transfer, students tend to practice less and acquire fewer competencies. This occurs because it is the teacher who is the most engaged, not the students, which is the reverse of what is optimal.One way to evaluate our involvement in the classroom is to ask ourselves if our goal is to have students leaving class talking about how great we are as a teacher, rather than about how wonderful it would be to be an entrepreneur. If our students leave talking about being entrepreneurs instead of about us, we have probably figured out how to involve them in activities that help them to develop personal competencies.The teacher's primary role is to achieve student approval of the learning contract and to identify the theory-based competencies to be mastered. The question for educators faced with ensuring student mastery is not, “What an I going to teach today?” but “What am I going to have my students do today?” The teacher's task can be made easier by delegating part of the responsibility for the second question to students. Delegation of learning activities to students can introduce more variety and surprises into the classroom, each of which can aleviate boredom. It also provides teachers an opportunity to work more closely with students as they attempt to understand theory in anticipation of their classroom assignment to lead the learning activity.The remainder of this article discusses how to implement a theory-based activity approach, obstacles to its success and advantages of its use. The greatest advantage of its use is that students will be learning theory that can improve their odds of being successful as entrepreneurs. Of course their success depends upon us as scholars having gone before them and discovered the rules (theory) according to which events occur (c.f., Whitehead, 1917).