MCD-ASSOC teaching - MuleSoft Certified Developer - Integration and API Associate Updated: 2023

MuleSoft today announced Mule Studio, an Eclipse-based graphical design tool for its market-leading open source enterprise service bus (ESB). Mule Studio is the first and only ESB design tool that features a round-trip editing capability that enables developers to design and edit Mule message flows interchangeably in the graphical view or in XML. For the first time, developers can now build integration applications using a graphical environment, and retain the visibility, flexibility and control of the underlying code.

“Until now, ESB developers were forced to choose between the ‘black-box’ approaches of proprietary vendors like TIBCO, Oracle and IBM, which add complexity and obscure the integration code, and ‘doodleware’ tools which are good for getting started, but are not useful for real development or ongoing maintenance,” said Mateo Almenta-Reca, Director of Product Management at MuleSoft. “With Mule Studio’s round-trip editing technology, Mule ESB leapfrogs these approaches and brings a new level of openness and control to graphical integration development.”

Mule Studio’s unique round-trip editing capability was made possible by Mule ESB’s new flow-based architecture, enabling a graphical representation to map easily and seamlessly to the underlying XML configuration code. Other open source ESB tools are only useful for getting started and creating a simple XML, while real ongoing development must happen through code. Legacy proprietary integration stacks, on the other hand, use their graphical tools to hide underlying complexity, so everything must be done in the graphical environment, which can be frustrating for developers and makes resolving configuration issues difficult and risky.

Mule Studio users can take advantage of the following benefits:

• Speedy graphical integration design— With no need to learn XML to get started, users can take advantage of Mule Studio’s graphical designer alone to create Mule ESB configurations.

• Seamless cloud integration <http://www.mulesoft.com/mule-ion-ipaas-cloud-based-integration-demand>  — Mule ESB’s rich set of out-of-the-box cloud connectors are available directly from the Mule Studio palette, which can also be customized with other connectors (e.g., downloaded from the MuleForge community)

• One-click deployment — Mule applications built in Mule Studio can be tested directly within the design environment and deployed to a Mule ESB Enterprise application repository with a single click.

• Integration with familiar tools – Mule Studio’s Eclipse-based plug-in complements existing developer processes and provides easy integration with Mule Maven projects.

• Create Mule Flows in Mule Studio, XML or both – with round-trip editing, all developers can create and modify Mule Flows using the graphical drag and drop interface, while advanced developers can drill down and modify the underlying XML configuration.   Studio is the only ESB design tool which allows developers to move back and forth between graphical development tool and the underlying code.

“With a team of many developers worldwide, we’re always looking for new tools to be more agile in the development of our integration projects. Mule Studio will help our teams to significantly accelerate the development of applications with Mule ESB,” said Grigory Kagan, VP, Global Head of Data Messaging and Integration of Cantor Fitzgerald/BGC Partners. “This new graphical design capability further cements Mule as a world-class integration platform that can be considered to be among the best in the industry.”

 Availability and Additional Information

Mule Studio is free to use and is immediately available for download. For more information and obtain details, please visit: http://www.mulesoft.org/

mindzie's new MuleSoft Certified Connector for mindzie studio helps companies create seamless digital experiences, faster.

DALLAS, TX / ACCESSWIRE / May 16, 2023 / mindzie today announced a new MuleSoft Certified Connector for mindzie studio. Accessible in the MuleSoft Anypoint Exchange, this new connector will allow companies to simplify integration to mindzie's low-code process mining platform and leverage business process intelligence to map, analyze, and optimize workflows.

Process intelligence is becoming one of the fastest-adopted technologies by businesses. Its ability to provide a new level of insight into how organizations operate, and where the opportunities are to improve, is helping transform companies across a wide variety of industries.

With this new integration, organizations will be able to seamlessly access the data they need from a wide variety of systems and leverage mindzie's low-code process mining platform to quickly identify ways to drive efficiency, monitor compliance, and Improve working capital. The new integration drives automation through MuleSoft RPA.

"The combination of MuleSoft's ability to connect to a wide variety of systems and Robotic Process Automation solution with mindzie's process mining platform provides customers a turnkey solution for digital transformation," said James Henderson, mindzie's Chief Executive Officer. "Customers will have the ability to extract and transform data, analyze their business processes to identify opportunities for improvement, and automate to reduce costs and drive efficiency all from an integrated toolset."

"Industries are facing new demands that push them to accelerate the pace of digital transformation," said Amy Kodl, Senior Vice President, Alliances & Channels, Salesforce. "mindzie's integration allows MuleSoft customers to enable teams to integrate apps and data and automate business processes, to innovate faster and deliver great customer and employee experiences."

Story continues

MuleSoft helps businesses and developers transform into customer-first companies by enabling a single customer view across hundreds of systems and touchpoints using one unified platform. With MuleSoft, organizations can empower no-code and pro-code teams to build integrations and automations across any system, connect data for a single customer view, and discover and govern every API. The result is empowered business users who can do more with less, quickly creating workflows and integrations that drive efficient growth and faster time to value while removing time spent on repetitive tasks and complex integrations.

MuleSoft customers can learn more about mindzie's MuleSoft Certified Connector for mindzie studio by visiting: https://www.mulesoft.com/exchange/com.mulesoft.connectors/mule4-mindzie-connector/minor/1.0/

Salesforce, MuleSoft and others are trademarks of salesforce.com, inc.

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SOURCE: mindzie, inc.

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As technology continues to advance, educators are exploring new and innovative ways to integrate it into the learning process, creating a more personalized and effective experience for students. Artificial Intelligence (AI) is changing the way we live and work, and education is no exception. When it comes to language learning, AI has the potential to transform the industry by providing learners with personalized feedback and analysis of their grammar mistakes.

LetMeSpeak is a groundbreaking English learning platform that takes the integration of AI and Web3 technologies to the next level. By using tasks and voice recognition for grammar checking, LetMeSpeak provides an immersive and interactive learning environment that enhances the quality of the learning experience.

The "Learn-and-Earn" model provides students with the opportunity to study at their own pace and cultivates a habit of learning by rewarding students with LSTAR, an in-game currency that can be exchanged for real money. This approach has already proven to be successful, with users reporting a 4× increase in the number of words learned in the first 30 days of using LetMeSpeak compared to traditional language learning methods.

Think of LetMeSpeak as a virtual battlefield where students compete against each other in a battle of wits and knowledge. The platform's PvP games are a unique feature that sets it apart from other language-learning platforms. These games create a competitive environment where students can challenge themselves and each other to become better at English. It's like a chess match, but with words and phrases as the pieces, and the winner earns valuable LSTAR tokens.

This incentivizes students to put in the effort to learn and Improve their English skills, while also providing a tangible reward that they can use in the real world.

Furthermore, the excitement of earning rewards in LSTAR tokens stimulates dopamine, the "feel-good" neurotransmitter, which keeps students highly motivated to continue participating. It's like a rush of energy that fuels their desire to learn more and Improve their skills.

According to a study by Forbes, AI-powered learning platforms can help learners retain information up to six times better than traditional learning methods. LetMeSpeak's AI integration has the potential to transform the way language learners learn by providing a level of personalization and detailed analysis that traditional language learning methods cannot match. The platform is committed to incorporating AI further into its system to deliver increasingly effective language education.

LetMeSpeak's AI integration is another major factor that sets it apart from other language-learning platforms. The platform has incorporated an advanced AI-powered language model to analyze and provide detailed explanations of users' grammar mistakes. The platform's virtual assistant Jennifer is revolutionizing the way users learn grammar. With the "Explain my answer" function, users can request explanations for their errors from Jennifer, who offers an in-depth analysis of the grammar rule and clarifies the mistake in the user's native language, facilitating easier learning.

As we look toward the future of education, AI is likely to play an even more significant role in online language learning. With the growth of Web3 technologies and the increasing demand for personalized learning experiences, AI integration in education is becoming more important than ever before. We must ask ourselves, "How can we leverage AI to create more effective and personalized learning experiences for language learners?"

Learning a language through LetMeSpeak provides both knowledge and the rewarding experience of gaining knowledge. It's like touching the future.

This article was written in cooperation with LetMeSpeak

While we cannot speak of the education system in Slovenia as multicultural, in the last few years in our country some foundations have been laid for its development, particularly from 2007 on, with the adoption of the Strategy for the Integration of Children, Schoolchildren and Secondary School Children of Migrants into the Education System.

Even before these measures, the Slovenian education system showed itself to be welcoming, inclusive and successful at accepting those who came to Slovenia because of the wars in the Balkans. In September and October of 1992 there were 17,000 refugee children from Bosnia and Herzegovina in Slovenia, for whom classes were organised in primary schools with a Bosnian-Herzegovinian curriculum. In the following years the number of refugee children decreased, and in the 1995/96 school year these children gradually started to be included in Slovenian primary schools. Even at that time, Slovenian teachers were familiar with the basic guidelines that formed the first step towards the better and easier integration of refugees into the Slovenian school environment.

Equal conditions for all
According to the provisions of Slovenian education legislation, children of foreign nationals who live in Slovenia have the right to enrol in primary and secondary school under the same conditions as the children of Slovenian citizens. Citizens of other EU member states, Slovenes without Slovenian citizenship and refugees can obtain education under the same conditions as Slovenian citizens, and other foreign nationals can do so under the principle of reciprocity (the minister of education determines the number of enrolment spaces for these secondary-school students on the basis of international agreements). The Pre-School Institutions Act does not specifically mention foreign nationals, but does state that preschool education is conducted according to the principles of equal opportunity for children and parents, taking account of differences among children and the right to choose and the right to be different.

In order to ensure the continued acquisition and development of teaching materials and other tools for teaching and learning Slovene as a second/foreign language, and the development of specialised teaching and learning of Slovene as a second/foreign language, which should include all difficulty levels and modules by target group, in November 2014 the ministry issued a call for applications, co-financed by the European Social Fund, titled Development of Teaching Materials for Slovene as a Second/ Foreign Language through the holding of Classes for Various Target Groups and Seminars for Teachers. The objective of this call for applications was the priority provision of the necessary teaching materials and other tools for teaching and learning Slovene as a second/foreign language. Taking into account experiences which indicate that the materials can serve various target groups (immigrants, Roma, diaspora Slovenes) and thus contribute to the development of the field as a whole. All of the projects have already been completed, and the results are available online on the MES website or on the recipients’ websites.

These grants and NGOs represent the realisation of various measures in the Strategy, and at the same time they have developed mechanisms that are contributing to the more efficient integration of children of immigrants into the education system, with the goal of improving their integration into society and improving their position on the labour market. These are projects that address and analyse the existing situation in this area and at the same time indicate solutions for raising the level of quality in the integration of children of immigrants into the Slovenian school environment, and are committed to achieving a higher dimension of multiculturalism in Slovenian education.

Slovenia’s commitment to multicultural education is also set out in the White Paper (2011, p. 13), which states that human rights "oblige us to respect the dignity of every individual and to respect the plurality of cultures, and thus to promote understanding, tolerance and friendship among all nations, races, creeds and other groups. Respect for the right to non-discrimination imposes the duty not to discriminate in our actions, and particularly not to discriminate against people and/or children from culturally and socially less supportive environments and immigrants, not to engage in sexual discrimination and not to discriminate against people with special needs."

Preschool education
The Guidelines for Integration of Children of Immigrants into Preschools and Schools also charge preschools to implement the principle of "an inclusive approach to the exercising of the rights of children of immigrants to education for their efficient integration into and formation of a multicultural society". One of the planned proposals and ideas for preschools is the teaching of Slovene, but it has not received more detailed elaboration than is prescribed for primary and secondary schools and secondary student dormitories. Consequently, additional professional assistance for teaching Slovene is planned only for children already enrolled in schools.

Primary school
The Ministry of Education, Science and Sport offers additional hours of professional assistance for teaching Slovene to schools at which immigrant students are enrolled in the first and second years. The current legislation lays down a normative basis for the provision of funds from the state budget for both teaching Slovene and teaching the mother tongue to immigrant primary and secondary school students, as part of the regular primary and secondary school curricula.

The Ministry arrives at the framework number of these students attending the first and second year of school in Slovenia indirectly, on the basis of applications received from schools for financing hours of additional professional assistance for teaching Slovene. Additional professional assistance for learning Slovene has been provided to immigrant students in the first year of school in Slovenia since the end of the nineties, and since the 2011/12 school year has also been provided to immigrant students in the second year. On the basis of applications received for approval of APA hours we can see that around one thousand children enrol in the first year of primary school annually, and from 500 to 800 immigrant children remain in the second year, with a rising trend.

Alongside the provision of funds for teaching Slovene, the Ministry provides for and supports the teaching of classes on the mother tongues and cultures of immigrant students. Classes have been held for several years at various primary schools for immigrant students in Albanian, Bosnian, Croatian, Dutch, Finnish, German, Macedonian, Russian, Serbian, and Ukrainian.

In 2008, a provision was added to the Rules on testing and assessing the knowledge and progress of pupils in elementary schools which provides for the possibility of adjusting the assessment of immigrant students. In accordance with the Rules on testing and assessing the knowledge and progress of pupils in elementary schools, the methods and deadlines for assessment of knowledge, the number of assessments etc. of students who are foreign nationals or are without statehood and reside in Slovenia can be adjusted in agreement with the parents. The knowledge of immigrant students can also be assessed with regard to their progress in achieving goals or meeting standards of knowledge defined in the curricula. The Teachers’ Council decides on the adjustments. Adjustments to knowledge assessment are made for a maximum of two school years. It is possible that, at the end of their first year of primary school in Slovenia, children of immigrants do not receive marks in individual subjects and they nevertheless progress to the next year. Progress to the next year is decided upon by the Teachers’ Council on the basis of a proposal by the class teacher.

Children of immigrants whose mother tongue is not Slovene and are enrolled in their first year of primary school in Slovenia in the 6th and the 9th year sit the national test of knowledge at the end of the year on a voluntary basis.

Secondary school
Article 16 of the Rules on Norms and Standards for Implementation of Educational Programmes and a Schooling Programme in Secondary Education lays down the obligation to offer classes in Slovene for secondary-school students who need and desire assistance owing to their lack or insufficient knowledge of Slovene, where the teacher’s professional assessment of their level of knowledge and comprehension of Slovene is taken into account. The criteria for forming groups is the number of enrolled secondary-school students referred to in the preceding paragraph and the teacher’s professional assessment of their level of knowledge and comprehension of Slovene:

- up to 6 students, regardless of their level of knowledge: mixed group – 35-hour intensive course,
- from 7 to 12 students, regardless of their level of knowledge: mixed group – 70-hour course,
- up to 16 student with equal (previous) knowledge of the language: homogeneous group – 70-hour course.

Schools offer these classes for secondary-school students only for the first two years they attend school in Slovenia.

You can also read this article in Welsh.

In the year ending September 2022, more than 70,000 people had claimed asylum in the UK. The vast majority were from countries that do not use English as a first language.

Being able to communicate in English is essential for newly arrived migrants. People who have gone through traumatic experiences are, understandably, often desperate to build new lives. They want to use the skills and knowledge they have to access work and education. To do that, they have to navigate the health, social security, housing and education systems.

Language is the single most important area that can promote integration for migrants. My research has shown that language teachers are uniquely placed to positively affect the lives of people in these situations.

In fact, the 2016 Casey review, a government-commissioned report on the state of social cohesion in Britain, highlighted that developing fluency in English is critical to integration.

Read more: 'It’s like you’re a criminal, but I am not a criminal.' First-hand accounts of the trauma of being stuck in the UK asylum system

Given its importance, refugees and people seeking asylum are often hurry to enrol in English for Speakers of Other Languages (Esol) classes. And these classes can provide more than language tuition alone. They are a social space, providing a sense of structure to daily lives, offering both linguistic and psychological support.

But cuts to adult education budgets following the change of government in 2010, and the introduction of austerity, mean access to Esol language support is often difficult. There can be long waiting lists and too few classes available.

Also, the way adult education is funded in the UK means teachers are obliged to follow an assessment system to measure language competence. That constraint frequently results in classroom time being focused more on passing exams than on developing fluency or bestowing a warm welcome and sense of belonging.

While coping with the demands of building a life in a different country through a new language, many Esol learners are also dealing with the trauma associated with forced displacement. That’s on top of the stress involved in navigating an often hostile and complex asylum system.

Such challenges mean Esol teachers can be a vital bridge to the new society. And the Esol classroom can be the prime location for getting information and for creating the bonds needed for successful integration. With that in mind, how Esol classes are organised and managed is fundamental to a person’s success in learning English and all the associated opportunities.

However, providing Esol classes, primarily through colleges of further education, is a hugely bureaucratic undertaking. This often results in the potential of Esol classes to promote integration being missed.

One of the reasons is that these classes are funded in the same way as other adult education subjects. Accordingly, teachers must follow a curriculum that provides evidence that learners are progressing. This results in teachers putting their efforts into preparing students for constant tests and assessments. And that leaves little time to address the real-life concerns, needs and interests of their migrant learners.

It also means the opportunities to bring about a sense of belonging are instead replaced with learning about matters such as verb conjugations and the English tense system.

Changes are needed to both the way Esol is funded and organised, and to the way Esol professionals are educated to view the language classroom.

Removing some of the requirements to produce evidence of learning would shorten teacher administration time. It would also relieve the pressure on students and teachers to be constantly preparing for the next assessment. This would allow more time to focus on discussing issues of relevance to the learners.

There is much support from language experts for viewing Esol from this more human perspective. It is an understanding of the classroom that resonates with educators who have been advocating for a participatory pedagogy – which involves more collaboration and decision making among students – for Esol since the turn of the century.

This style of teaching focuses classroom content on the lives of learners. Examples of typical issues that dominate such discussions include the challenge of finding meaningful employment, the effects of trauma, culture shock, separation from family, money worries and finding accommodation.

This means more time is taken up with learners using language to express thoughts, anxieties, hopes and concerns that affect their new lives. And far less time is used by the teacher striving to cover an externally imposed syllabus.

Thinking afresh about language education for forced migrants means considering how a participatory approach may be an effective way to welcome newcomers and help with their integration. With little effort, language education for migrants could allow space for the development of projects that bring people together. It could foster friendship and understanding while also promoting language development.

Esol is not just another academic subject, it is the most important area that promotes integration. But, at present, opportunities to provide holistic, person-centred language education to people seeking refuge in the UK are being missed because of the overly bureaucratic and exam-focused system that prevails.