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Exam Code: Mulesoft-CD Practice exam 2023 by team
Mulesoft-CD MuleSoft Certified Developer -Level 1 (MCD-Level1)

Format: Multiple-choice, closed book, proctored online or in a testing center

Length: 60 questions

Duration: 120 minutes (2 hours)

Pass score: 70%

Language: English

The exam can be taken a maximum of 5 times, with a 24 hour wait between each attempt.


MuleSoft Certified Developer - Level 1 (Mule 4)A MuleSoft Certified Developer – Level 1 should be able to successfully work on basic Mule 4 projects with guidance and supervision. The MCD – Level 1 (Mule 4) exam validates that a developer has the required knowledge and skills to design, build, test and debug, deploy, and manage basic APIs and integrations: moving from Anypoint Platform to Anypoint Studio and back. S/he should be able to:

- Use MuleSoft-hosted Anypoint Platform to take a basic API through all the steps of its lifecycle: design, build, deploy, manage, and govern.

- Use Anypoint Studio to build, test, and debug basic integrations and API implementations.

- Connect to a range of resources including databases, files, web services, SaaS applications, and JMS queues.

- Perform basic data transformations using DataWeave 2.

- Control event flow and handle errors.

- Process batch records.

Explain MuleSofts proposal for closing the IT delivery gap

Describe the role and characteristics of the “modern API”

Describe the purpose and roles of a C4E

Define and describe the benefits of API-led connectivity and application networks

Define and correctly use the terms API, API implementation, API interface, API consumer, and API invocation

Describe the basics of the HTTP protocol and characteristics of requests and responses

Describe the capabilities and high-level components of Anypoint Platform for the API lifecycle

DEV:FUN4 Module 1

DEV:FUN4 Module 2

Designing and Consuming APIs

Describe the lifecycle of the “modern API”

Use RAML to define API resources, nested resources, and methods

Identify when and how to define query parameters vs URI parameters

Use RAML to define API parameters, requests, and responses

Use RAML to define reusable data types and format independent examples

Read a RAML spec and formulate RESTful requests with query parameters and/or headers as appropriate

DEV:FUN4 Module 3

DEV:DIY4 Exercise 3-1 and 4-1

Accessing and Modifying Mule Events

Describe the Mule event data structure

Use transformers to set event payloads, attributes, and variables

Write DataWeave expressions to access and modify event payloads, attributes, and variables

Enrich Mule events using target parameters

DEV:FUN4 Module 6

DEV:DIY4 Exercise 6-1, 7-1, and 7-2

Enriching Data with Target Parameters

Structuring Mule Applications

Parameterize an application using property placeholders

Define and reuse global configurations in an application

Break an application into multiple flows using private flows, subflows, and the Flow Reference component

Specify what data (payload, attributes, variables) is persisted between flows when a Flow Reference is used

Specify what data (payload, attributes, variables) is persisted between flows when a Mule event crosses a connection boundary

Specify what data (payload, attributes, variables) exists in a flow before and after a call in the middle of a flow to an external resource

DEV:FUN4 Module 7

DEV:DIY4 Exercise 7-1 and 7-2

Building API Implementation Interfaces

Manually create a RESTful interface for a Mule application

Generate a REST Connector from a RAML specification

Describe the features and benefits of APIkit

Use APIkit to create implementation flows from a RAML file

Describe how requests are routed through flows generated by APIkit

DEV:FUN4 Module 4

DEV:FUN4 Module 8

DEV:DIY4 Exercise 4-1

Routing Events

Use the Choice router to route events based on conditional logic

Use the Scatter-Gather router to multicast events

Validate data using the Validation module

DEV:FUN4 Module 9

DEV:DIY4 Exercise 9-1

Handling Errors

Describe the default error handling in a Mule application

Define a custom global default error handler for an application and identify in what situations it will be used

Compare and contrast how the On Error Continue and On Error Propagate scopes work

Create one or more error handlers for a flow

Use the Try scope to specify error handlers for one or more event processors

Describe the data structure of the Mule Error object

Map errors to custom application errors

DEV:FUN4 Module 10

DEV:DIY4 Exercise 10-1

Transforming Data with DataWeave

Write DataWeave scripts to convert JSON, XML, and Java data structures to different data structures and data types

Use DataWeave functions

Define and use DataWeave variables, functions, and modules

Define and use custom data types

Apply correct DataWeave syntax to coerce data types

Apply correct DataWeave syntax to format strings, numbers, and dates

Call Mule flows from a DataWeave script

DEV:FUN4 Module 11

DEV:DIY4 Exercise 11-1

Using Connectors

Retrieve data from a Database using the Database connector

Create parameterized SQL queries for the Database connector

Retrieve data from a REST service using HTTP Request or a REST Connector

Use a Web Service Consumer connector to consume SOAP web services

Use the Transform Message component to pass arguments to a SOAP web service

List, read, and write local files using the File connector

List, read, and write remote files using the FTP connector

Use the JMS connector to publish and listen for JMS messages

DEV:FUN4 Module 4

DEV:FUN4 Module 8

DEV:FUN4 Module 12

DEV:DIY4 Exercise 4-1, 8-1, 12-1, and 12-2

Processing Records

List and compare and contrast the methods for processing individual records in a collection

Explain how Mule events are processed by the For Each scope

Use the For Each scope to process records

Explain how Mule events are processed by the Batch Job scope

Use a Batch Job with Batch Steps and a Batch Aggregator to process records

Use the Scheduler component to trigger a flow

Use connector listeners to trigger flows

Describe the features, benefits, and process to use watermarking

Describe the features, benefits, and process to use automatic watermarking vs. manual watermarking

Use connectors with automatic watermarking capabilities

Persist data between flow executions using the Object Store

DEV:FUN4 Module 12

DEV:FUN4 Module 13

DEV:DIY4 Exercise 13-1

Debugging and Troubleshooting Mule Applications

Use breakpoints to inspect a Mule event during runtime

Install missing Maven dependencies

Read and decipher Mule log error messages

DEV:FUN4 Module 6

DEV:FUN4 all WTs

DEV:DIY4 Exercise 6-1 and Walkthrough

DEV:DIY4 all exercises

Deploying and Managing APIs and Integrations

Package Mule applications for deployment

Deploy applications to CloudHub

Use CloudHub properties to ensure deployment success

Create and deploy API proxies

Connect an API implementation to API Manager using autodiscovery

Use policies, including client ID enforcement, to secure an API

Create SLA tiers and apply SLA based policies

DEV:FUN4 Module 5

DEV:DIY4 Exercise 5-1 and 5-2

Configuring API Autodiscovery in a Mule 4 Application

MuleSoft Certified Developer -Level 1 (MCD-Level1)
MuleSoft (MCD-Level1) learner
Killexams : MuleSoft (MCD-Level1) learner - BingNews Search results Killexams : MuleSoft (MCD-Level1) learner - BingNews Killexams : Supporting English Learners in STEM Subjects No result found, try new keyword!The imperative that all students, including English learners (ELs), achieve high academic standards and have opportunities to participate in science, technology, engineering, and mathematics (STEM) ... Thu, 06 Jul 2017 20:05:00 -0500 text/html Killexams : The Learner-Centred Curriculum

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Tue, 18 Apr 2023 02:17:00 -0500 en text/html
Killexams : Use these 5 learner-centered models to inspire educators

School models are, for the most part, outdated–and very overdue for replacement. When students reach high school, research shows that close to 66 percent of students are disengaged. But even students who do successfully navigate their schooling emerge with only a specific (and often narrow) skillset that may or may not match their strengths or interests.

Conventional schooling often leaves students disillusioned, questioning their intelligence and value as it is framed by a system that needs an overhaul.

Learner-centered education can play a critical role in reshaping education systems, offering a more holistic approach to meeting learners’ needs and helping students find fulfillment in their academic accomplishments.

K-12 Value Networks: The Hidden Forces That Help or Hinder Learner-Centered Education, a report from the Clayton Christensen Institute and authored by CCI senior research fellow Thomas Arnett, offers insight into understanding why schools struggle to change their instructional models, along with tips to establish and support learner-centered education models.

Program leaders, sponsors, learners and their families, staff, community partners, and funders are all critical to the success of these learner-centered education models.

The report describes how five different learner-centered education models–The Met, Virtual Learning Academy Charter School, Iowa BIG, Village High School, and Embark Education–were able to launch and grow their models by assembling value networks congruent with their vision for learner-centered education.

1. The Met: The Metropolitan Regional Career and Technical Center, known as The Met, is a network of six small, public high schools located in Providence and Newport, Rhode Island. The hallmark of The Met’s learner-centered model is that its learners go out in their communities for two days out of the week to lead real-world projects as interns for partner organizations. For example, learners might work with a local bakery, a law firm, a tech company, or a recording studio.

When learners join the Met, they and their families work with an advisor to identify their strengths, needs, and interests, and then develop an individualized learning plan with an internship as its centerpiece. Learners are responsible for researching potential internship opportunities and communicating with partner sites to arrange their internships. Advisors coach them as they do their research and outreach to ensure that internships match their needs and interests.

2. Virtual Learning Academy Charter School: The Virtual Learning Academy Charter School (VLACS) is a statewide virtual school created in 2007 that serves K–12 learners throughout New Hampshire. The concept for the school came from the superintendent of the Exeter Region Cooperative School District, who saw an opportunity to take advantage of a new charter school law to apply for a statewide charter. Rather than create another conventional school, however, the superintendent recognized the distinctive value of using a virtual school model to offer a wide array of flexible, part-time and full-time learning options unavailable through brick-and-mortar campuses.

VLACS’s competency-based model is highly adaptable to learners’ needs and interests. It offers a range of options for learners to earn credits: through online courses, learner-designed projects, and out-of-school learning experiences such as internships and travel. Learners who take online courses move through those courses at their own pace and earn credit whenever they’re able to demonstrate mastery of designated competencies. For projects and other learning experiences, VLACS aligns these experiences with state learning standards and then measures learners’ mastery of standards using performance-based assessments.

What data tells us about student-centered learning
5 ways peer networks lead to better student support systems

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Thu, 27 Jul 2023 21:45:00 -0500 Laura Ascione en-US text/html
Killexams : Positive and Negative Connotation #1

Language is filled with shades of meaning! Get sixth and seventh graders thinking about the nuance and connotation of related words with this vocabulary worksheet. In Positive and Negative Connotation #1, learners will read sentences and choose the word that carries a more positive connotation. In addition to expanding students' vocabulary knowledge, this activity also helps support reading comprehension by encouraging learners to think more critically about the emotional meaning of words and use more precise language when writing and editing their own work.

View answer key

Add to collection

Add to assignment

View aligned standards
Mon, 14 Aug 2023 12:30:00 -0500 en text/html
Killexams : Subtraction for Visual Learners: Easter #1

Help your child practice basic subtraction and counting skills with this Easter math worksheet. This Easter-themed worksheet is perfect for visual learners who enjoy using pictures and counters in math practice. Kids will count the number of chicks, Easter eggs, butterflies, and chicks, then cross out the number they need to take away to reveal the answer to the subtraction problem.

View aligned standards
Sun, 03 Apr 2011 23:00:00 -0500 en text/html
Killexams : Learners' Questions

Hi guys! Dan from BBC Learning English here with this week's Learner Question. Find out what it is after this.

OK! This week's Learner Question comes from Tugba from Turkey, who writes: "Hello, I would like to know the difference between wear, put on and dress." It’s a good question, Tugba, and three very confusing words. I hope you like the answer. Here it comes.

So, when you wear clothes, shoes or jewellery, you have them on your body. You can also wear your hair in a particular style. For example, I’m wearing a green shirt and a silver wedding ring. I usually wear my hair short.

There is another meaning to wear, which is: become used and weaker over time, like the phrasal verb wear out. For example, I need to buy some new shoes. My old ones are getting worn out. This can also be applied to humans when they become tired. After a long day at work, I might say, I’m worn out. I need to go home.

When you put clothes on, you place them on your body in order to wear them. Also, when you’ve finished wearing them, you take them off. First you put on, then you wear them, then you take them off. For example, this morning I put on this green shirt, and later I’ll take it off.

You can also put on weight. This means to gain or accumulate kilograms. The opposite is to lose weight. For example, I thought I was going to put on weight on holiday last week, but I actually lost weight because I went swimming every day.

When you dress, you put clothes on. If you dress up, then you wear smarter clothes than usual. Likewise, if you dress down then you wear less smart clothes than usual. We also talk about getting dressed as an alternative to the verb dress. And there’s little difference between them. For example, I need to dress. The taxi’s coming in twenty minutes. Or, I need to get dressed. The taxi’s coming in twenty minutes. No big deal.

Other things you can dress are other people, such as children, you can dress a wound by cleaning it and covering it with a bandage and you can dress a salad by adding oil and vinegar to it.

I hope that answers your question Tugba. Thank you very much for writing to us. If anybody else out there has a question for Learners’ Questions, you can email us on: Please remember to put Learners’ Questions in the subject box and your name and where you’re writing from. We get a phenomenal amount of email, guys and we can’t answer every single one, but we do read all of them. And for more information, go to our website: That’s it for this week’s Learners’ Questions. I’ll see you next time. Bye!

Fri, 21 Jul 2017 00:07:00 -0500 text/html
Killexams : Driver with learner's permit strikes 3 pedestrians in Yonkers, including pregnant woman and child No result found, try new keyword!The driver, who had a learner's permit and was not accompanied by a licensed driver, also struck the building at 127 New Main St. in the incident that set off a chaotic scene in the busy area. Fri, 04 Aug 2023 08:45:00 -0500 en-us text/html Killexams : Glossary of Terms


Also referred to as a degree audit, this is the review of your completed coursework as it applies to the requirements of your degree program and all University policies and requirements, including but not limited to GPA and residency requirements.  Learners will be audited when they Petition to Graduate and again as they approach the anticipated date of conferral.


Learners who do not complete all degree requirements by their anticipated date of conferral will be “bumped” to the next date available, based on their outstanding requirements and current registrations.


Events celebrating graduates such as hoodings, lunches, receptions and regional celebrations.


The formal celebration for those who have completed or are near completing all requirements for their chosen program.  Learners may have already had their degrees conferred or may be completing final requirements and anticipate conferral at a later date.  Participation in the Commencement ceremony does not mean that your degree is conferred (see below). There are two Commencement ceremony weekends for SNHU: One held in May following the end of the spring semester, and the other held in December following the end of the fall semester. Learners may participate in one commencement ceremony for each degree conferred.


The genuine posting of a degree to your academic record (transcript). This is the SNHU’s official seal of approval, indicating that all degree requirements are complete. Conferral can take place before or after the Commencement ceremony and conferrals take place once a month.

Conferral Date

The date on which a degree is effective.  Degrees are conferred 15 times per year, the first of every month and the days of the May and MFA commencement ceremonies.


An honor cord is a token consisting of twisted cords with tassels on either end awarded to members of honor societies or for various academic and non-academic achievements, awards, or honors. Honors Cords are for undergraduates only.


A qualification awarded to learners upon successful completion of a course of study.  A degree will be conferred only when all program requirements are complete and all grades are received and Verified by the Office of the University Registrar within the University’s information system prior to or on the last business day of the month.  SNHU awards Associates, Bachelor’s, Masters and Doctorate degrees.  Also referred to as a credential.


A document awarded by SNHU to show that learners have successfully completed a course of study.


Based on their Petition and Eligibility, learners will receive an invitation to their SNHU email prior to their Commencement ceremony where they must respond with their decision to attend a ceremony or not. During this process learners will also order regalia, and register guests for guest tickets.

Your completion of your Petition to Graduate and graduation questionnaire does not indicate your attendance to a ceremony 


Acronym for Global Campus or online learners.


A term used interchangeably to refer to both Commencement and Conferral.  It is more accurate to refer to these two events separately, as they have different requirements and one does not necessarily include the other.  For example, attending Commencement does not ensure the conferral of a degree. 


Anyone you have registered for a guest ticket for your commencement ceremony. 


(Undergraduate only. Graduate learners not eligible for Latin or Ceremonial Honors)

The university acknowledges outstanding academic performance through Ceremonial Honors and Latin Honors. Ceremonial and Latin Honors apply only to associate and bachelor's degrees completed through non-direct assessment programs. Graduate programs are not eligible for academic honors. To be recognized with Ceremonial or Latin Honors, the student must meet the criteria specified in the academic catalog.

3.500- 3.699 Honors | Cum Laude
3.700- 3.849 High Honors | Magna Cum Laude
3.850- 4.000 Highest Honors | Summa Cum Laude

Ceremonial Honors serve as a way of recognizing students’ outstanding academic performance during Commencement ceremonies for those students who either do not qualify for Latin Honors at the time of Commencement or who do not have enough institutional credits to be eligible for Latin Honors upon degree completion.

Ceremonial Honors are not recorded on the student’s permanent record, transcript and diploma.

For Commencement purposes, Ceremonial Honors are assessed as of the first business day after the petitioning deadline of March 1 for the Spring ceremony and October 1 for the Fall ceremony and are based on GPA at that time.

Students who are still completing course work as of the petitioning deadline are eligible only for Ceremonial Honors at the Commencement Ceremony. Latin Honors will be assessed at the time of conferral.

Latin Honors (highest honors, high honors and honors for associate degrees; summa cum laude, magna cum laude and cum laude for bachelor's degrees) signify varying levels of academic achievement. Latin Honors are assessed at the time of conferral. Students must complete a minimum of 60 institutional credits for a bachelor's degree or 30 institutional credits for an associate degree to be eligible for Latin Honors upon conferral.

Only Latin Honors are recorded on the student’s permanent record, transcript and diploma.

Students who meet the criteria for either Ceremonial Honors or Latin Honors are recognized as honors recipients as they cross the stage at commencement. They receive honors regalia indicating their achievement.


Spring Commencement ceremony: Learners who have an anticipated conferral degree date between Jan. 1 and May 31 can participate in a Spring Commencement ceremony and must Petition to Graduate by March 1.

Fall Commencement Ceremony: Learners who have an anticipated conferral degree date between June 1 and Dec. 31 can participate in a Fall Commencement ceremony and must Petition to Graduate by October 1.

Learners must be in good academic standing with at least a 2.0 cumulative GPA (undergraduate) and a 3.0 cumulative GPA (graduate).


This is a required first step in the conferral process.  The Petition to Graduate is the learners request to the Registrar’s Office to begin the audit process as the learners approach the end of their degree programs. 

You must submit a Petition to receive your diploma and you must submit your petition by March 1 to be considered for eligibility to participate in an upcoming Spring Commencement ceremony, and October 1 to be considered for eligibility to participate in an upcoming Fall Commencement ceremony. For questions regarding the Petition process, please contact the Registrar’s Office.


After the completion of the initial degree audit, learners will receive a link to a Qualtrics survey that is commonly referred to as the “Graduation Questionnaire”.  This questionnaire will ask the student to confirm understanding of a number of University policies. Please note: completing this questionnaire does not indicate your intent to participate in Commencement or serve as your registration. You must respond to your Commencement ceremony invitation sent to your SNHU email address.


A learners’ SNHU-issued cap, tassel, gown and hood. 

Regional Celebrations

A regional celebration is an event held outside of Manchester, NH to bring together members of the SNHU community who are recent, eligible or past graduates. There are no diploma covers distributed during this program and attendees do not wear regalia. More information will be sent out to students, alumni and graduates within a given radius of the location, all are welcome.    


A graduation or academic stole is a decorative vestment worn by learners who are members of various organizations for the purpose of denoting outstanding achievements in academics. Stoles (or sashes) may also be used to indicate membership in a professional organization.


The official list of the courses taken, grades earned and degrees conferred by a learner through a course of study. You are entitled to one complimentary copy of your official transcript after your degree is conferred. Please visit mySNHU to request copies.


Acronym for University Campus or on campus learners.

Sun, 23 Feb 2020 16:10:00 -0600 en text/html
Killexams : Chiloane saddened by two learner suicides No result found, try new keyword!Gauteng Education MEC, Matome Chiloane, has expressed sadness over two reported learner suicides in the province. According to the Gauteng Department of Education, one of the incidents occurred at ... Tue, 08 Aug 2023 20:06:00 -0500 en-us text/html Killexams : Lumos Learning Supports Over 1 Million Learners, Shaping the Future of Education

Lumos Learning's Personalized Learning Solutions Benefit Learners Worldwide

Piscataway, N.J., July 25, 2023 /PRNewswire-PRWeb/ -- Lumos Learning, the leading provider of state test preparation learning resources for K-12 educators and parents, is proud to announce a significant milestone in its transformative journey. The company has successfully supported over 1 million learners in their pursuit of academic excellence!

With an unwavering commitment to empowering students and educators, Lumos Learning has been at the forefront of providing innovative and effective learning resources for K-12 educators and parents since its inception in 2007. Through its comprehensive suite of solutions, including test preparation, reading, writing, summer learning, high school, and college preparation programs, Lumos Learning has made a substantial impact on the K-12 educational landscape.

The support of over 1 million learners is a testament to the trust and confidence that educators and learners have placed in Lumos Learning. By leveraging cutting-edge technology, personalized learning approaches, and a deep understanding of educational needs, Lumos Learning has helped students across the country achieve better outcomes on standardized assessments.

"We are delighted to achieve this significant milestone of supporting over 1 million learners," said Mukunda Krishnaswamy, CEO and Founder of Lumos Learning. "The 2023 NAEP report sheds light on the concerning decline in achievement levels, with math scores down 14 points and memorizing scores declining by seven points compared to a decade ago. This underscores the importance of our mission to help students excel in standardized tests. Schools that have diligently implemented the Lumos program have witnessed remarkable improvements in just one school year. A prime example is Renaissance Charter Elementary School in West Palm Beach, Florida, where the implementation of the Lumos F.A.S.T practice program led to a notable increase in the average test score by 7 points. Their average score rose from 84.7 in 2022 to an impressive 91.8 in 2023. We remain dedicated to our mission of being there when a learner needs that extra help by setting a new standard in delivering top-notch content, assessments, and empathetic programs, designed for driving measurable results."

Lumos Learning extends its heartfelt gratitude to all learners, teachers, parents, librarians, and school leaders who have contributed to this accomplishment. Our impact transcends national borders, benefiting learners from Canada, India, Japan, Germany, Australia, and numerous other countries worldwide. We take immense satisfaction in knowing that K-12 students utilize our resources for state assessment preparation, college admissions tests, reading, speaking, writing, and preventing summer learning loss.

Speaking on the occasion of this milestone, Professor Dr. Edward Rogoff expressed his admiration, stating, "This is an extraordinary achievement. Lumos' unwavering commitment to students' success has remained steadfast over the years, making a profound impact on education."

Discussing the opportunity ahead, Mukunda Krishnaswamy said, "As we celebrate this remarkable milestone, we acknowledge that this is just the beginning. Lumos Learning is excited to embark on new horizons and develop the next generation of programs that seamlessly integrate rigorous learning content with artificial intelligence. We are committed to continuing our innovation journey, creating new pathways to facilitate learning on a large scale."

Lumos Learning's personalized learning solutions have been embraced by over 43,500 schools, 124,000 teachers, and numerous public libraries across the nation. The company's holistic approach to education focuses on equipping students with the knowledge, skills, and confidence they need to excel academically and beyond.

As Lumos Learning looks to the future, it remains dedicated to delivering personalized solutions that address the unique needs of every student, promoting a love for learning and fostering academic success.

About Lumos Learning

Lumos Learning is the #1 state test preparation solution provider for K-12 educators and parents. Since its establishment in 2007, Lumos Learning has emerged as the leading authority in personalized learning solutions. With an extensive presence spanning over 43,500 schools, 124,000 teachers, 1,001,500 students, and numerous public libraries, Lumos Learning continues to make a profound impact in education.

The company offers a comprehensive suite of solutions covering diverse areas, including test preparation, reading, writing, summer learning, high school, and college preparation. These meticulously designed programs are aimed at empowering K-12 students to achieve remarkable outcomes on standardized assessments. To learn more about Lumos Learning and its offerings, please visit

Pull Quote

We remain dedicated to our mission of being there when a learner needs that extra help by setting a new standard in delivering top-notch content, assessments, and empathetic programs, designed for driving measurable results.

Media Contact

Sizzil Choudhury, Lumos Learning, 1 888-309-8227 162,,

Lisa Jones, Lumos Learning, 1 888-309-8227,,


SOURCE Lumos Learning

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Tue, 25 Jul 2023 01:08:00 -0500 text/html
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