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This paper aims to discuss international students education from the BRICS countries in China from 2013 to 2017. During this period, with the promotion of the Chinese government and the cooperation of other BRICS countries, the total number of international students from the BRICS countries studying in China had continued to grow, finally approaching 45,000. Degree students took up a main share, the number of them was increasing steadily and the students educational level was increasingly optimized. The number of scholarship students continued to grow, and the proportion had continuously increased. The majors distribution was more balanced. Meanwhile, there were still some problems in international students education from the BRICS countries in China, including unbalanced development among the four BRICS countries, mutual recognition of higher education qualifications and degrees not fully covered, limited number and unitary source of scholarships, lack of high quality of higher education and international students teaching, and insufficient external information introduction and dissemination, etc. Based on the statistics released by Ministry of Education of the People's Republic of China and combining quantitative analysis with qualitative analysis, the paper focuses on progress made and the problems of international students education from the BRICS countries in China during the period from 2013 to 2017, and gives some recommendations for its future development. To demonstrate my ideas, the paper is divided into four parts. After the introduction, the second part will present an analysis of progress made in the international students education from the BRICS countries in China. Its problems will be analyzed in the third part. At last, the fourth one, there is a conclusion and some recommendations. ; Esse artigo busca fazer uma análise geral e pesquisa comparativa acerca da educação dos estudantes originários dos países BRICS (Rússia, Índia, Brasil e África do Sul) na China entre 2010 e 2018. Durante esseperíodo, com a promoção do governo chinês e a cooperação entre os BRICS, o número total de estudantes do bloco estudando na China cresceu continuamente, finalmente alcançando 50.000. Baseado em estatísticas divulgadas pelo Ministério da Educação chinês e principalmente utilizando métodos quantitativos e comparativos, esse artigo foca no desenvolvimento e problemas da educação dos estudantes BRICS na China durante tal período e fornece algumas recomendações para a ampliação desse processo. Para demonstrar as ideias, esse artigo está dividido em cinco unidades. Depois da introdução, a segunda parte aprenda a evolução e fornece um panorama da política chinesa para educação de estudantes internacionais. Na terceira parte nos concentramos em uma análise do desenvolvimento da educação dos estudantes BRICS e seus problemas serão analisados na sequência. Por fim, há as conclusões e algumas recomendações para maior desenvolvimento.

With the growing challenges brought by Artificial Intelligence (AI)'s rapid development, multiple global AI governance initiatives have been developed to set up AI norms and standards. With China's open ambition to be an AI superpower in 2030, China is keen to play a leadership role in nascent global AI governance regimes. This article argues that China's search for AI leadership is driven by not only domestic regulatory needs but also the desire to gain norm and agenda setting power. China's leadership ambition in global AI governance lies in the wider context of its aspiration to shift from a norm-taker towards a norm-shaper, if not maker. Despite considerable efforts taken so far, however, this article suggests that China is facing enormous challenges to realize its leadership ambition. The current geopolitical landscapes have allowed China limited room in nascent global AI governance regimes to demonstrate its leadership credentials. It remains to be seen how China's role may evolve with the development of global AI governance architecture. (J Contemp China / GIGA)

AbstractIn this article, we propose and examine a first‐flush capture and detention tank (FCDT) working as a first flush capture device and pretreatment unit receiving stormwater runoff from an asphalt‐paved road. We design the FCDT to completely capture all the stormwater including a first flush generated by an initial 5 mm effective rainfall depth, and to bypass the exceeding part. According to our analysis based on the data from field monitoring and SWMM simulation for 27 events from April to June, 2015, the tank captured 35% of total runoff, which resulted in catching 74% of the TSS load. The TSS mass detention attained in this study by capturing the first 35% of the total runoff is close to the typical definition of a first flush, and also justifies the need for a first‐flush friendly treatment.