China and Mongolia, with rich historical ties, share three main cultural dimensions: nomadic, agricultural, and trade cultures. Nomadic culture in Mongolia, rooted in the plateau, reflects resilience shaped by harsh environments and close ties to animal husbandry. China’s agricultural culture, stemming from river basins, shapes a delicate and introverted character with intensive production methods. The coexistence of nomadic and agricultural cultures fosters communication through exchange and conflict, contributing to human civilization. This rich cultural backdrop adds historical depth to the intricate and complex interactions between China and Mongolia.

This paper examines the disparities in access to higher education in the UK, focusing on under-represented groups. It reviews the concept and implementation of Contextual Admission (CA) policies aimed at addressing these inequalities. Despite efforts to improve access, significant barriers remain, including lower academic achievement, inadequate support, financial constraints, and resource disparities. The CA system, while promising, faces challenges in standardization, data reliability, and comprehensive effectiveness. The paper argues that while CA can improve opportunities for some, it does not fully resolve the broader issues of inequality in higher education, potentially reinforcing structural disparities and limiting social mobility.

Post internship is a way for students to participate in production work directly after learning knowledge and skills, which is of great significance for students’ future employment and development. As a place to train high-quality and skilled talents, on-the-job practice is an important link in education and an important way to complete the talent training program. In order to effectively improve students’ mastery of professional knowledge and complete the cultivation of students’ good quality and professionalism, secondary vocational colleges should actively lead students to carry out on-the-job internships, so as to effectively promote the development of students and the construction of secondary vocational colleges.

The group pattern and differential pattern as describing the Chinese and Western societies not only reflect the differences in the social structure of China and the West, but also show the differences in the Chinese and Western home-state associations to a certain extent. Based on Hegel’s Principles of the Philosophy of Law and Zhou Feizhou’s One Book and One Body, this paper tries to find out where the differences between Chinese and German family-state associations lie. Based on the two discussions, the author believes that the differences between the two home-state associations lie in the different importance of the home, the different intermediate links in the transition from home to state, and the different political ethics. With the development of modern society, the community is in the process of continuous downgrading, while the Chinese family-state unity still has a certain vitality and vigor also shows that the Chinese and Western communities do not need to be destined. The social structure of modern Germany shows an obvious group pattern, and under the group pattern, the family-state connection in Germany lacks the intermediate link of transition from family to civil society. This is where the difference between the two countries lies.

University classes, serving as the primary organizational carriers for college students’ self-education, self-management, and self-service, play a significant role in both academic and social spheres. This paper primarily explores university class management from three levels of class organization. The aim is to propose practical and feasible suggestions for current university class management, thereby achieving standardized self-management of university classes.