Top Trial Attorney of the Year 2025
John Leon Attorney , Law Offices of John Leon – The CIO Today
James Espey
James Espey owner of ESPEY & ASSOCIATES LIMITED (UK) James Espey: Building Brands, Backing People, and Playing the Long Game James Espey’s journey is one shaped by contrast, resilience, and an unwavering belief in long-term thinking. Born in Zambia and educated in Cape Town, South Africa, he grew up with limited means while attending a good government school alongside far wealthier classmates. Rather than breeding resentment, those early experiences planted a quiet determination. They gave him a clear drive to build something meaningful for himself and, eventually, for others. That sense of purpose would go on to define a career that spans global brands, entrepreneurial ventures, and lasting impact across the liquor and business world. Over decades, Espey has become known for building some of the most successful and enduring brands in the global spirits industry, while also championing people as the most valuable asset in any organization. Today, as the Owner of ESPEY & ASSOCIATES LIMITED in the UK, he continues to shape brands and mentor the next generation, guided by the same principles that carried him from modest beginnings to international recognition. Leadership Philosophy Grounded in Vision and Integrity At the core of James Espey’s leadership style is a belief that vision, courage, and tenacity are essential to building a strong and lasting career. He has always favored looking well ahead rather than chasing short-term gains. For Espey, success comes from clarity of purpose and the patience to see decisions through over time. He is also clear about how he prefers to lead. Committees, in his view, often slow progress and dilute accountability. He believes they can become focused on internal politics rather than the long-term health of a company. Instead, Espey values strong advisory boards made up of people who are willing to speak honestly and challenge ideas directly. Once a decision is made, however, he expects unity and teamwork in execution. As he has often said, “A camel is a racehorse designed by a committee,” a reflection of his preference for focused leadership and clear ownership. Integrity plays a central role in his approach. Espey has consistently emphasized moral principles, fairness, and respect for people. He believes that trust and values are not optional extras but the foundation of any sustainable business. A Clear and Disciplined Approach to Innovation Innovation, for James Espey, has never been about chasing trends. It has been about building brands that last. His career in the liquor industry stands as a testament to this disciplined approach. Rather than seeking quick wins, he focused on creating strong brand identities, clear positioning, and emotional connections with consumers. His track record speaks for itself. He played a key role in building Baileys Irish Cream into the world’s number one liqueur, reaching around eight million cases per year. Malibu followed, growing to approximately four million cases annually. Later, he helped elevate premium spirits such as Johnnie Walker Blue Label and Chivas Regal 18, brands that remain benchmarks in the luxury whisky segment. Yet among all these achievements, Espey often points to The Keepers of the Quaich as the creation he is most proud of. Established to honor individuals who have made outstanding contributions to the Scotch whisky industry, it is not a commercial brand but a cultural one. Its biannual ceremonies in Scotland have featured respected global figures, including Prince Charles, Princess Anne, Ronald Reagan, and F.W. de Klerk. For Espey, it represents legacy, respect, and community rather than sales figures. Challenges, Politics, and Defining Milestones Like any long career at the top, Espey’s path has not been free of obstacles. Some of the toughest challenges he faced came not from markets or consumers, but from people. He has spoken openly about dealing with politically ambitious individuals who prioritized their own advancement over the long-term success of the company. In some cases, rather than being seen as a complementary force, he was viewed as a threat. Navigating these situations required resilience, clarity, and a strong sense of self. Espey learned early on that leadership often involves standing firm in the face of resistance, while staying focused on the bigger picture. There were also defining milestones that reshaped his perspective. In 2008, after spending much of his career traveling first class and enjoying the privileges of senior executive roles, he launched The Last Drop Distillers Limited. With the slogan “before there is no more,” the venture focused on rare and exceptional spirits. To make the business viable, Espey deliberately set aside ego, traveling economy class, and staying in modest hotels. The whisky is sold at retail prices of around $4,000 per bottle, proving that discipline and humility can coexist with luxury. In 2013, he was honored with an OBE by Her Majesty Queen Elizabeth, a recognition of his contributions to business and industry. While he acknowledges such honors, Espey has often said that his greatest satisfaction comes from the brands he has built and the people he has helped along the way. Looking Ahead With Energy and Purpose Retirement, for James Espey, has never meant slowing down. Although he stepped away from executive roles at the age of 55 in 1998, his involvement in business has continued with undiminished energy. Today, he serves as Chairman of a start-up whisky company, Wiltshire Whisky, with the brand name Witchmark, official website: www.wiltshiredistilling.com. He has described this venture as one that should keep him engaged well into later life, driven by curiosity and passion rather than obligation. Alongside this, Espey remains an active investor in start-ups. He accepts that not every investment will succeed, but believes strongly in taking calculated risks. As he puts it, if one never leaves the shore, one will never reach the other side. One of his most notable successes is Mimecast, which began in his home in 2003, was listed on Nasdaq in 2016, and was acquired in 2022 for $5.6 billion. It stands as proof of the value of patience, belief, and early support. Lasting Human and Industry Impact Beyond numbers and
Top Female Leader of the Year 2026
Shannon Kacherovich Actuary, Founder, & CEO of Lorem Springs – The CIO Today
Raja Srinivas Pedada
Raja Srinivas Pedada MD / Consultant Sabson Energy Group Karishma Agarwal: Hello and welcome to the CIO today podcast. I’m Karishma and today we are joined by Mr. Srinivas, an experienced leader in energy and infrastructure investments. Let’s dive into his journey and insights. Hi Mr. Srinivas, I hope you’re doing well. Thank you so much for being with us today. Mr. Srinivas is a seasoned energy and infrastructure investment leader with over 30 years of experience spanning greenfield energy projects, Itps project finance, M&A, private equity and debt and venture capital with a strong focus on renewable and non-renewable energy investments and energy services across Mena region. So let’s get started with some questions so that we can get to know more about you. Raja Srinivas : Yes, ma’am. Please. Karishma Agarwal: Alright, so how did this journey start for you to be able to be where where you are today? We would like to know about your journey and how it started for you. How did you get this idea to be into this field? Raja Srinivas : In fact it began in 1994 after my completion of engineering. I was to join as a management trainee in the Indian Navy, basically a commissioned rank. But later, I preferred company close to my hometown, which is fertilizers is a, a big you know, conglomerate of group. And at that time, it was implemented by the Americans. And I choose that. And I started my career there. And, of course, I did not continue for long, maybe for within a span of one year, I left and I joined the energy sector. So energy you know that time, man, diesel power plants were very much prevalent in India. And that during that period I joined there, you know, one of the, 50 megawatt power plant, and from there, it’s kick started my career and almost from 95 to till 2008 we implemented more than 189 projects, basically 189 project implementations. We could do it all over India at that time. So that’s how, you know, we started. But my moving to Middle East started in 2009, and that was for the first IPP project in one of the Middle East countries. And that’s how, you know I could launch my career in the Middle East. Karishma Agarwal: Wow, that’s very inspiring. Thank you so much for sharing that with us. So I want to ask, how do you evaluate investment opportunities differently when it comes to renewable energy versus non renewable energy projects, particularly in emerging markets right now? Raja Srinivas : Basically, you know, for these type of projects you know, the project finance has to be secured and today’s environment C for these type of projects. The securing finance is paramount. And in the current volatile you know, global environment, a process which transcends mere negotiation, it is fundamentally about building more profound, lasting confidence with investors and also the transparency, basically with these structured projects. And of course, you know, there are two forms, as you rightly asked me, one is renewable and non-renewable. And, of course, we approach both the projects, both the types, by securing finance in with rigorous preparation and deep strategic thinking. Basically, the critical process starts with a meticulous feasibility study and a comprehensive risk analysis. And of course, we anticipate the market, the regulatory and the operational operational risks, designing robust mitigation measures that often include flexible finance structures. We insist that the business case presented must be robust, completely transparent and of course, backed by highly credible conservative finance modeling. See, this is how we approach for these type of projects basically. And and moreover the communication is also paramount. Is more important. We engage openly and very frequently with investors. Presenting a crystal clear picture of the projects are powerful potential and inbuilt safeguards of while also remaining deeply responsible to any concerns they may have. So that’s how, you know, we secure our projects. Karishma Agarwal: Sounds great and very detailed. Thank you so much for the explanation. So since 2016, you’ve been driving power generation investments and also advisory services across the energy value chain. What gaps do you feel like? They’re. They still are. And they need urgent innovation or policy support. Raja Srinivas : So basically you know the practices, you know, while tackling this type of challenging areas, we, we involve in three type of you know main measures basically the to include the stakeholders engagement. So whenever the you know, because we always you know, deal the projects in the challenging areas, especially in these type of countries, the Middle East and the African region so the the stakeholders engagement is very much paramount. Then we have also the risk strategies, which we need to evaluate, of course, with the you know, as a static risk register you know entity, basically, since we are in these type of projects and of course, dealing with these volatile markets we face a security issue also in these type of areas which can compromise to to a large extent, basically in terms of logistics, in terms of, you know, project contingency plans, in terms, in terms of, you can say, the various flexible contracts, what we have on the table. So this is also one of the area. Then one more is the discipline timelines basically that also we maintain you know, to see that the all the things are in place like, for example project has to be delivered and we need to have you know, discipline, timelines and of course there are some constraints, basically which anyone can understand, but we focus basically on the commercial operation dates and the power evacuations, basically to be done on a certain voltage level which we strict and adhere to as per the timeline. Karishma Agarwal: Wonderful. That’s a very innovative sort of direction that you just talked about. So I want to know that,
Dr. Max Caruso
From Ancient Resonance to Transcultural Synthesis: Educating for Coherent Becoming By Dr. Max Caruso (FIoL) In my article, “Ancient Resonance,” I explored a deeply personal truth: the profound psychological and spiritual comfort I found as a Roman-born individual within the ancient, continuous civilisation as lived within my now forever home of Shanghai. This was not mere cultural appreciation, but a resonant harmonisation—a recognition of shared depth, historical consciousness, and complex social choreography. I framed this as the discovery of a coherent identity, where a splinter of my Roman soul was absorbed into the deep, flowing river of Chinese time. This lived experience is more than a memoir; it is a microcosm of the fundamental human challenge and opportunity in a globalised century. It compels a critical pedagogical question: If such resonance is the key to belonging and efficacy across profound difference, how do we intentionally cultivate this capacity in the next generation? How do we move beyond preparing students to navigate between cultures, and instead empower them to synthesise new ways of being from that very confluence? This is the journey from the personal to the pedagogical—from Ancient Resonance to a deliberate practice of Transcultural Education. It represents a necessary evolution from the paradigm of integration to one of generative synthesis. Transcending Integration: The ‘Third Space’ in Life and Learning Given my long history within the International education world, spanning over 20 years within the geographic regions of Oceania, Middle East and Asia, I have noted that, the aim of “East meets West” or “cultural integration” in education, while well-intentioned, may often rest on a framework of comparative difference. It can inadvertently reinforce cultures as static, bounded entities to be balanced or bridged. My experience suggests something more fluid and transformative. True resonance—and true learning—generates a new frequency. This aligns with the potent concept of the ‘third space.’ For educators, its most practical foundation comes from developmental psychologist Lev Vygotsky. His concept of the Zone of Proximal Development describes the space between what a learner can do alone and what they can achieve with guidance. Extending this, the educational ‘third space’ is the collaborative, creative zone where different cultural frameworks interact. Guided by skilled educators, students enter this shared psychological space to blend, challenge, and combine ideas, generating novel understanding. However, the ‘third space’ is not confined to the classroom. It is, first and foremost, a condition of our globalised lives. We create this ‘third space’ daily—in our workplaces, friendships, and families—whenever East meets West. Sometimes this meeting is a harmonious dialogue; at other times, it is a collision of perspectives. These moments of friction are not failures of integration but the very raw material of transculturation. The educational imperative is to make students conscious, skilled, and creative architects of this space, turning inevitable encounters into opportunities for synthesis. This process requires engaging with the invisible forces that shape us. Here, sociologist Pierre Bourdieu’s concept of habitus—the deeply ingrained set of dispositions, perceptions, and practices acquired through lifelong socialisation—is invaluable. My “ancient resonance” was, in essence, a recognition of a familiar habitus of depth, ritual, and social complexity. Effective transcultural education must make these invisible structures visible for reflection. We must help students understand the cultural ‘soil’ from which their own and others’ instincts grow, so they can consciously participate in creating new ground. Principles of Transculturation: From Resonance to Pedagogy Translating this theoretical imperative into practice requires principles that move beyond additive models to foster deep, synthesising cognition. Synthesized Cognition: Beyond Biculturalism The goal is to cultivate integrative thinking—the capacity to hold two or more opposing models in tension and creatively synthesise them into a superior new model. This transcends simple bilingualism or bicultural awareness. It connects to Jerome Bruner’s work on narrative construction; for example, by engaging students in comparing the narrative logic of Greek tragedy with Chinese historical chronicles, we develop their meta-cognitive ability to see how knowledge itself is shaped differently across cultures. This prepares them not just to understand multiple stories but to author new ones. Situated and Transformative Practice: Habitus as a Pedagogical Tool Knowledge must be activated within context. Drawing on Situated Learning Theory (Lave & Wenger), which sees learning as social participation in a “community of practice,” we design experiences where the habitus of different traditions is surfaced. Students don’t just learn about Confucian li (ritual propriety) or Roman pietas (duty); they engage in projects where these differing frameworks for social obligation must be negotiated to address a contemporary ethical dilemma. This transforms abstract knowledge into practical, lived wisdom, allowing students to ‘try on’ and blend different ways of being in the world. A Co-Creative Ecology: The Community as the Primary Curriculum This principle asserts that the most powerful curriculum is the social and intellectual ecology of the institution itself, echoing John Dewey’s belief that education is life itself. To build a transcultural ecology, we employ dialogic pedagogy (inspired by Mikhail Bakhtin), where meaning is created in the exchange between different voices. Institutional structures—like co-teaching partnerships and student-led intercultural forums—are designed to maximise this “productive friction.” This creates what Ronald Barnett calls an “ecological university,” a learning environment where complexity and mutual formation are the norm. The school becomes a working model of the ‘third space,’ demonstrating synthesis in action. The Transcultural Educator and Graduate: Architects of the New Space This paradigm demands a profound evolution in our roles. The Educator evolves from a subject expert into a curator of cognitive and cultural encounters and an architect of the ‘third space.’ Our role mirrors that of a practitioner of practical wisdom who guides students in making ethical judgments within complex, situated realities that span multiple cultural frames. We are less lecturers and more master designers of experiences where resonance and synthesis can occur. The Graduate of such an education is equipped for a fluid world. They possess: Cognitive Agility: The ability to think with and across different cultural frameworks with ease. Compound Identity: A sense of self that is coherent not because it is singular, but because it is synthesising—rooted yet dynamic, capable of belonging to multiple contexts without contradiction. It is identity built from resonance, not despite difference. Ethical Co-Agency: The drive and skill to collaborate with diverse others to shape a shared future. They become what sociologist Ulrich Beck termed cosmopolitan citizens, whose perspective embraces
Leadership Spotlight: Most Acclaimed Business Leader of the Year 2026
Akash Sureka Founder of TheNoah.ai – The CIO Today
Leadership Spotlight: Most Acclaimed Business Leader of the Year 2026 Read More »
The Most Admirable Woman Leader Redefining Success Through Purpose in 2026
Shannonkacherovich CEO of Lorem Springs – The CIO Today
The Most Admirable Woman Leader Redefining Success Through Purpose in 2026 Read More »
Joan Gillman
Joan Gillman science teacher at The Browning School Joan Gillman: Building Curious Minds Through Science, Creativity, and Care From carefully measuring snowfall in her backyard to guiding students through hands-on science projects decades later, Joan Gillman’s journey has always been shaped by curiosity, discipline, and a deep love for learning. What began as a childhood fascination with weather, simple experiments, and building imaginative worlds slowly grew into a lifelong commitment to education. Today, Gillman stands as a respected educator at The Browning School, known for her ability to make science meaningful, inclusive, and engaging for students across age groups. With more than four decades in the classroom, Gillman’s impact goes far beyond lesson plans and labs. She has helped generations of students build confidence, develop critical thinking skills, and discover the joy of understanding how the world works. Her work reflects a belief that education is not only about knowledge, but also about care, creativity, and responsibility toward society and the planet. A Leadership Philosophy Rooted in Inclusion and Dedication Gillman’s leadership style is shaped by her belief that every child deserves the chance to succeed. Early in her life, while volunteering and teaching during her high school years, she learned the importance of including all children, not just the most confident or naturally gifted ones. That principle has guided her throughout her career. She is known among colleagues as a disciplined and highly organized professional who brings structure and purpose to her work. At the same time, she values openness and collaboration. Gillman believes that a good teacher must also be a good listener. She remains open to learning from colleagues and adapting her methods to better serve her students. Her dedication is unwavering. She approaches teaching with full commitment, believing that effort and consistency are essential to building trust and achieving results. This balance of discipline, empathy, and openness has made her a steady leader in the classroom and a valued mentor within her school community. Innovation Through Hands-On Learning Innovation has always been central to Gillman’s approach to teaching science. From her early experience working with deaf students in a junior high school, she learned the power of hands-on learning to explain complex ideas. That lesson stayed with her and became a defining feature of her teaching style. In her classrooms, students do not simply read about science. They build, test, create, and present. Younger students design simple structures to understand engineering concepts, while older students develop projects such as public service announcements on weather safety. These activities allow students to show understanding in different ways and help them connect science to real life. Even during challenging times, Gillman found ways to innovate. When the pandemic forced classes online, she transformed her kitchen into a science lab. By preparing students and parents in advance and using everyday materials, she created interactive virtual experiments. Parents later shared how surprised they were by the level of engagement she achieved. For Gillman, innovation is not about technology alone. It is about creativity, preparation, and a willingness to adapt. Challenges That Shaped a Strong Educator Throughout her career, Gillman has faced challenges that tested her resolve and shaped her growth. Early on, while teaching in the South Bronx, she encountered classrooms with wide differences in reading levels. Rather than lower expectations, she chose to meet each student where they were, running multiple levels of instruction to support every learner. Her commitment sent a clear message that she was there to stay and to serve her students fully. Some moments were emotionally demanding. When the Challenger space shuttle disaster occurred, Gillman had to explain the tragic news to young students who had eagerly followed the mission. She approached the situation with care, honesty, and sensitivity, helping students process the event without fear. This experience reinforced her understanding of how deeply teachers influence students’ lives beyond academics. Another challenge came when she was asked to teach younger grade levels at The Browning School, in addition to older students. Embracing the change, she discovered a new appreciation for early science education and refined her ability to tailor lessons to different developmental stages. Milestones and Recognition Gillman’s dedication has been recognized through numerous awards and honors. In 2025, she was named “Top Educator of the Year 2025” by the International Association of Top Professionals, followed by recognition as one of the “Top 25 Global Impact Leaders.” She is also set to receive a Lifetime Achievement Award in 2026. Earlier milestones include the Urhy Teacher of the Year Award, which she received in 2017, a moment she describes as deeply meaningful because it reflected recognition from her own school community. Over the years, she has also been honored by Marquis Who’s Who and featured in respected publications and leadership lists that highlight her influence in education. Despite these achievements, Gillman measures success differently. She often notes that her greatest reward is seeing students become confident learners who carry their curiosity forward into life. A Vision for the Future of Education Even after more than 43 years in the classroom, Gillman has no plans to step away. She continues to teach science and lead The Green Team at The Browning School, encouraging students to become thoughtful stewards of the environment. Environmental education, in her view, is not optional. It is essential for preparing responsible future citizens. She also remains actively involved in professional development, both as a learner and as a presenter. By attending workshops and conferences, she keeps her knowledge current and brings fresh ideas back to her students. Through presenting at conferences, she supports and inspires newer educators, sharing practical strategies and lessons learned over decades of experience. Gillman is also closely involved in aligning science curricula with Next Generation Science Standards. This work reflects her belief in strong foundations and continuous improvement within education systems. Lasting Human and Industry Impact Joan Gillman’s impact is felt not only in awards or titles but in classrooms filled with engaged learners. Her teaching has helped students overcome fear, discover confidence, and develop a lasting interest in science. Many carry forward the values she models: curiosity, responsibility, and respect for others. Her
Mr. Abdul Awal Chowdhury
Mr. Abdul Awal Chowdhury Journalist An Exclusive Conversation with Jasmine Francis, Editor-in-Chief of CIOTODAY, Unveiling the Remarkable Journey of Mr. Upendra Kanuru Mr. Abdul Awal Chowdhury for being awarded “Outstanding Contribution in Bangladesh Journalism & Social Carete“ Published on :- 5th jan 2026 Awarded by Bizox Media Network as a Global Leaders awards 2025– Conclave & Summit recently held in Kuala Lumpur, Malaysia. Awal Chowdhury: A Journey Shaped by Journalism, Leadership, and Social Commitment For more than a decade, Awal Chowdhury has been telling the stories that shape public understanding — from political power corridors to the struggles of ordinary people. A seasoned writer and senior journalist, he brings depth and human perspective to every report. Awal is an accomplished Bangladeshi journalist and social leader with over twenty years of experience across television, print and digital media. As Editor-in-Chief of nymorning.com, he leads a team committed to credible, community-focused reporting. He covers major global conferences, including sessions of the IMF, World Bank, and United Nations. In 2015, he founded a social organization supporting underprivileged communities. His acclaimed book, presented at the Ekushey Book Fair, reflects his deep social awareness and literary passion. Awal is a member of The National Press Club (U.S.), the Society of Professional Journalists (SPJ), and South Asian Journalists Association (SAJA). 1. Kindly brief us about the outset of your career. My love for reading began in class nine, when I borrowed a Western novel from my friend Mamun. That single book drew me into a wider world of literature, soon leading me to diary writing. In college, I stepped into journalism, contributing stories and features to local newspapers. University life brought me fully into the profession, starting at a small newsroom before moving on to television and later establishing myself in digital media. Throughout the journey, I faced challenges and pressure, yet every setback pushed me to rise stronger. From a modest desk to reporting on politics, economics, and human rights, I learned to see society through people’s eyes. These experiences have shaped me into an investigative, compassionate, and responsible journalist. 2. As a successful leader, which three personal qualities contributed most to your success? Three qualities have guided my leadership: • Commitment to truth: Journalism taught me that truth cannot be compromised. My leadership stands firmly on integrity and transparency. • Empathy: Listening to people’s stories—especially marginalized and vulnerable communities—helped me develop a deeply human-centered leadership style. • Resilience: My career has seen obstacles, pressure, and many emotional challenges. Each hurdle strengthened my ability to stand steady and lead with clarity and purpose. 3. What are the aims and ideas that guide you as an individual and a professional? My goal is to enlighten society through truth and justice. Journalism, for me, is not just a profession but a powerful tool to bring positive change in people’s lives. I aim for my reporting and media initiatives to raise awareness, guide informed decisions, and help build a more just and humane society. Personally, I strive to be compassionate, principled, and committed to the welfare of the community. My pursuit of these goals has taken me beyond national borders and into international platforms. At a workshop at the Craig Newmark Graduate School of Journalism, I highlighted the structural challenges facing journalism in Asia—pressure from powerful groups, the spread of misinformation, and barriers to independent reporting. Participating in Columbia University’s Political Analytics Seminar deepened my understanding of the relationship between political systems and media. Additionally, working with mainstream journalists at a workshop organized by the New York Press Club at Fordham University broadened my global perspective on journalism. These experiences have taught me that the true power of journalism lies in fearlessness, humanity, and unwavering commitment to truth. No matter the obstacles, I am determined to pursue journalism in the service of truth, justice, and compassion. I believe that only through independent journalism and the public’s trust in truth-seekers can a just and humane society flourish. 4. What are the primary offerings of your company? My media platform focuses on quality journalism, with a strong emphasis on politics, economics, human rights, and community-based stories. Our primary work includes: -Investigative reporting -Documentary-style video storytelling -Humanitarian and community-driven coverage -Digital journalism tailored for modern audiences Our mission is not only to inform but also to empower. We aim to be a voice for people who are often unheard and to create a more informed, compassionate society through fact-based reporting. 5. What have been the toughest obstacles you have faced in your career? In my journalism career, the toughest challenges have always emerged from high-risk reporting, political and social pressure, and the threats that often follow when you expose uncomfortable truths. Covering major accidents, humanitarian crises, and volatile situations has required me to balance emotional strain, professional responsibility, and personal safety—often all at once. At times, protecting the public’s trust meant putting myself in uncertain or dangerous circumstances. Yet every one of these challenges strengthened my resolve and deepened my commitment to truth, accountability, and human dignity. A clear example is my investigative series on the escalating drug crisis in Bangladesh, where countless young lives were being destroyed. My reporting drew direct threats from drug networks and pressure from powerful quarters who wanted the stories suppressed. Even in the face of intimidation, I refused to step back—because public interest mattered more than personal comfort. Whether writing columns, producing in-depth reports, or doing on-the-ground spot coverage, I have consistently walked the frontline of journalism. Many of my investigative stories have brought relief to vulnerable communities while simultaneously making me a target of those who feared exposure. Despite pressure, pushback, and risk, I have continued the work with integrity and without compromise. 6. Mention some of the notable recognition and accreditation received by your organization and yourself. My work has earned recognition both nationally and internationally. Notable among these honors are the Global Leaders Awards in Malaysia, the Global Youth Leadership Award in Dubai, and the Best Diplomats Award in the United States.
