On the one hand, I only *minored* in Computer Science; my major was math. So from that angle, I'm only halfway college-trained in the field. On the other hand, if you look at my transcript in detail, you'll see I have almost as many credits in computer as I do in math. On the gripping hand, none of the languages I studied in school (CoBOL, ForTran, QBasic, Visual Basic, Pascal, C, Lingo) are ones that I ever use in the real world. (C would potentially be useful, but despite aceing the class, I never got to the point where I could actually write anything in it, much less read anyone else's code. In retrospect, it's astonishing that I did so well in the course, when the language disagrees so badly with my programming style.) The languages that I actually use (Perl and elisp mainly, and XML and SQL if you count those as languages) were not offered in school. Yet, coming at it again from the other direction, the wide assortment of languages that I did take in school did help prepare me to learn the ones that I am using, and of course there are the conceptual things that span language boundaries; that data structures and algorithm analysis class is *very* worthwhile to have had. For that matter, even some of my math classes provide useful background; modern algebra stretches the mind in ways that prove useful across a wide variety of subjects, it seems.
Is the computer knowledge I have now the product of my schooling, or the product of self-study, or of work experience? Yes. All three.
"In adjectives, with the addition of inflectional endings, a changeable long vowel (Qamets or Tsere) in an open, propretonic syllable will reduce to Vocal Shewa. This type of change occurs when the open, pretonic syllable of the masculine singular adjective becomes propretonic with the addition of inflectional endings."
— Pratico & Van Pelt, BBHG, p68
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