Core Viewpoint - The article discusses the challenges and realities faced by high-educated individuals, particularly those from prestigious universities, who enter the live streaming industry, highlighting the tension between survival and personal values in a competitive environment [1][3][76]. Group 1: Survival Challenges - The transition from a traditional career in commercial photography to live streaming was driven by the need for immediate income due to the instability of freelance work [5][12]. - Live streaming provided a solution to cash flow issues, allowing for instant income through viewer tips, which was crucial for sustaining the primary career in photography [12][40]. - The income potential in live streaming varies significantly, with most new or part-time streamers earning just enough for living expenses, while top performers can earn substantial amounts [14][18][20]. Group 2: Nature of Entertainment Streaming - Entertainment streaming is characterized by the commodification of the self, where personal traits such as appearance and personality directly influence income [23][24]. - The industry operates on a gamble, relying on viewer engagement and willingness to spend money, which creates a high-pressure environment for streamers [25][26]. - The competitive nature of live streaming includes elements like "PK" (competition between streamers), which not only enhances viewer engagement but also directly impacts income [29][30]. Group 3: Societal Perceptions and Controversies - The rise of live streaming has sparked debates about its implications for societal values, particularly regarding the perception of education and career worth [42][54]. - Critics argue that the prevalence of high-educated individuals in streaming roles undermines the value of education, suggesting a shift towards a culture that devalues traditional career paths [45][55]. - Despite the criticisms, the article posits that live streaming can provide a viable income source for those facing economic challenges, allowing individuals to navigate a difficult job market [60][72].

Core Viewpoint - The incident involving Dalian Medical University Zhongshan College requesting a graduate to delete a video showcasing her selling ice cream has sparked widespread attention, highlighting the tension between individual expression and institutional reputation [1][2]. Group 1: Institutional Response - The university's request for the video removal was justified by concerns over negative comments in the video's comment section, which promoted the idea that "education is useless" and disparaged higher education [1]. - The school expressed that it does not discriminate against any profession, yet its actions to privately request video deletion created a contradiction that may deepen public distrust [1][2]. - The timing of the incident coincided with critical periods for college admissions, leading the institution to be particularly sensitive to any potentially damaging information [2]. Group 2: Graduate's Situation - The graduate, referred to as Li, is not in a state of "immediate unemployment" as she previously worked in a hospital for two years before choosing to sell ice cream as a transitional means of income while preparing for further examinations [2]. - Li's expression of feeling that she was "bringing shame" to her alma mater was more a reflection of her emotional state rather than a direct accusation against the school [2]. Group 3: Societal Perceptions - The prevalent "education is useless" narrative reflects societal stereotypes and double standards regarding graduates from different tiers of educational institutions [3]. - If a top medical school graduate chose to sell ice cream, it would likely be viewed as a personal choice or life experience, whereas a graduate from a private college would face criticism regarding their abilities or the quality of their education [3]. - The university could have adopted a more constructive approach by engaging with the audience in the comment section to reshape the narrative, rather than opting for video removal [3].

Group 1 - Zhang Xuefeng's potential departure from live streaming has sparked significant public interest, with emotional expressions indicating the pressures faced in the industry [1] - Many individuals resonate with Zhang's situation, speculating about the challenges he faces, while some express support through humorous remarks [2] - The profession of providing guidance on college majors is seen as a business that capitalizes on societal trends, often prioritizing profit over genuine educational value [2][3] Group 2 - The emphasis on adapting to societal expectations in education may lead to a future where many recommended majors become obsolete, reflecting the consequences of uncritical conformity [3] - The sensationalized language used by live streamers to discuss academic choices diminishes the perceived value of knowledge, reducing it to mere marketable skills [5] - The crude nature of these live streams serves as a reflection of broader societal attitudes towards education and knowledge, where the focus is on immediate utility rather than long-term understanding [6][18] Group 3 - There exists a dichotomy in Chinese culture where there is a strong push for education, yet a simultaneous undervaluation of knowledge itself, often equating learning with job prospects rather than intellectual growth [8][9] - The historical context of education in China reveals a long-standing trend of valuing credentials over genuine knowledge, which continues to influence current educational practices [12][14] - The rise of "experience over knowledge" mentality contributes to the popularity of superficial educational guidance, as families prioritize immediate job readiness over comprehensive learning [17][18]