Acquired immune deficiency syndrome (UNAIDS) has risen as the serious public health problem across the world. Knowledge about HIV/AIDS is the cornerstone for prevention and treatment. Research is needed to explore the attitude and the effect of different demographic, geographic, and socioeconomic and media exposure factors on males knowledge about HIV in Pakistan. In this study, latest secondary data are used from Pakistan Demographic and Health Survey 2017-18. Sample results show that the majority of the respondents (70%) have knowledge about AIDS. Regression Modeling reveals that man’s knowledge about HIV/AIDS is associated with age, place of residence, educational level, wealth index, ethnicity and media exposure factors. Males of age group 35-39, with higher education, belonging to Pukthon ethnicity, having exposure to mass media on a daily basis and belonging to richest wealth quintile has high Knowledge of HIV/AIDS. For example, the regression model predicts that men between the ages of 35 and 39 from Islamabad who live in urban areas, have higher education, are of Pukhtoon ethnicity, are the head of the household, belong to the richest quintile, work in professional occupations, and use media exposure factors on a daily basis would have probability of 97% of having knowledge of HIV/AIDS. But there is still need to focus to increase the men’s knowledge of HIV/AIDS.

Both Canada and Singapore express support for—and have the reality of being—multi-cultural, multi-ethnic, and multi-religious; and both jurisdictions have an avowed commitment to the freedom of religion. Yet, this commitment expresses itself in different ways in these two contexts. Although both the Canadian Charter of Rights and Freedoms and the Singaporean Constitution guarantee the freedom of religion, juridical definitions of what this freedom means may differ quite profoundly.

This Article explores and analyzes these two different environments that nonetheless share important features. We argue that the approaches of Singapore and Canada do not fall simply into the categories of being “liberal” or “illiberal,” but instead invite reflection and reconsideration on the concepts of pluralism, secularism, and liberalism in interesting ways. This Article thus highlights the significance of contextual factors in understanding the ways in which religious diversity is dealt with, particularly in Canada and Singapore, but also more generally.

This article explores what makes the teaching of comparative law distinctive as well as familiar in Singapore (and Southeast Asia more broadly), and so contributes to a process of comparing the teaching of comparative law. I argue that one must balance both familiarity and distinctiveness when teaching comparative law in Southeast Asia. This means that, on the one hand, we can indeed draw on general and even classical materials when teaching comparative law in this region. On the other hand, there is the need to address specific features that shape the context of Southeast Asia. Finally, I discuss how the Southeast Asian example may be instructive because of this balancing in highlighting the importance of teaching comparative law in other parts of the world.

In considering the articles in this Special Issue, I am struck by the importance of a set of factors that, in my view, both run through the articles like a leitmotif, as well as shape the major ‘take away’ lesson(s) from the articles. In this short commentary, I elaborate on these factors and the lesson(s) to take from them through five ‘Cs’: context; complexity; contestation; the framework of constitutions; and the role of comparative law. The first three ‘Cs’ are lessons from the case studies of the articles themselves, while the second two ‘Cs’ are offered as lessons to help take the dialogue forward. Fundamentally, these five ‘Cs’ highlight the importance of the articles in this Special Issue and the conference from which they emerged on the one hand, while on the other hand, also making us aware of what are the limits of what we should conclude from the individual articles. In other words, taken together, the five ‘Cs’ are, one might say, lessons about lessons.