The digital bread crumbs(碎屑) you leave everywhere make it easy for strangers to reconstruct who you are, where you are and what you like. (2008年6月)
【分析】本句為復合句。句子主干為The crumbs make it easy。make sth.+adj.+to do為固定用法;you leave everywhere為省略了that或which的定語從句;reconstruct后接了三個并列的賓語從句;digital bread crumbs為比喻用法，意為“數(shù)字碎屑”。
【譯文】你在任何地方留下的數(shù)字碎屑都會讓陌生人很容易就重新構造出一個你來，知道你的身份，住所，和喜好。
32.
Only when it’s gone do you wish you’ve done more to protect it. (2008年6月)
【分析】本句為復合句。when it’s gone為狀語從句。Only在句首時，主句要部分倒裝，即將助動詞do提前。
【譯文】當你失去時，你才會希望自己原來能夠多做點事情以保護好它。
33.
But at the same time, the opening of national borders to the flow of goods, services, information and especially people has made universities a powerful force for global integration, mutual understanding and geopolitical stability. (2007年12月)
【分析】本句為簡單句。句子主干是the opening has made universities a powerful force。動名詞opening作主語，of后面都是定語，在這里a powerful force是賓語universities的補語。at the same time是時間狀語。
【譯文】但是同時，世界各國對商品、服務、信息，尤其是人員的跨境開放，已經(jīng)使大學成為加速全球一體化進程、增進互相了解和促進地緣政治穩(wěn)定的一股強大力量。
34.
Objections from American university and business leaders led to improvements in the process and a reversal of the decline, but the United States is still seen by many as unwelcoming to international students. (2007年12月)
【分析】本句為并列句，but連接兩個并列的簡單句。句子主干為Objections led to improvements and a reversal, but the United States is still seen as unwelcoming。第一個分句的謂語是led to，其后有兩個由and連接的并列賓語，分別是improvements和a reversal。第二個分句里的as是副詞，連接補語。
【譯文】盡管在美國大學校長和商界領袖們的反對之下，簽證程序有所改進，留學生人數(shù)開始回升，但美國依然給許多人留下了不歡迎外國留學生的印象。
35.
In response to the same forces that have driven the world economy, universities have become more self-consciously global: seeking students from around the world who represent the entire range of cultures and values, sending their own students abroad to prepare them for global careers, offering courses of study that address the challenges of an interconnected world and collaborative (合作的) research programs to advance science for the benefit of all humanity. (2007年12月)
【分析】本句為復合句。主句主干為 universities have become…global。In response to 連接方式狀語，其中包含了一個that引導的定語從句，修飾forces，that在從句中作主語。冒號后面的部分是三個并列的現(xiàn)在分詞作狀語，解釋說明前面的句子。在第一個分詞結構里包含了一個who引導的定語從句，修飾students。在最后一個分詞結構里也有一個that引導的定語從句，修飾courses of study。
【譯文】作為對推進世界經(jīng)濟力量的回應，大學變得更加具有“自我全球意識”：大學從世界各地招來承載多元文化和價值觀的學生;大學把本校學生派往國外準備開拓全球事業(yè);大學還通過開設課程，共同應對來自互相聯(lián)系的世界及為了全人類的利益發(fā)展科學而展開的聯(lián)合研究帶來的多重挑戰(zhàn)。
