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This article examines the relation of the state to masculinity and sexuality by way of an exploration of the sexual problems of a young man and his wife in Tajikistan at the end of the Soviet era. It suggests that the regime’s inattention to this kind of issue was bound up with the importance to the state of projecting appropriate versions of masculinity. It further posits the idea that the continued refusal of the independent Tajik state to offer appropriate treatments for sexual dysfunction is consistent with the image of modernity President Rahmon wishes to present to the world. The article shows that as masculinity discursively occupies the superior gender position, with men expected to dominate, the state is itself impotent to respond when they are, in fact, unable to do so in sexual practice. However, the myth of male dominance persists to the point that it may prevent women from seeing beyond their subordination and finding mutually beneficial solutions in their familial and sexual relationships

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Since Farmer Field Schools (FFS) were first originated in Yogyakarta, Indonesia in 1989, many innovations have occurred and changes to the basic theme have been developed. FFS started out as a way to facilitate learning of integrated pest management (IPM) concepts and techniques by Indonesian farmers. The Indonesian National IPM Program first applied the FFS approach on a broad scale for rice farmers, and technical assistance provided by the United Nations Food and Agriculture Organization (FAO) and funding from the US Agency for International Development (USAID) among others were key to the success of this program. FFS were subsequently adapted for other crops such as legumes, fruits, vegetables, and tuber crops, and other technical and social themes such as integrated crop management, community forestry, livestock, water conservation, HIV/AIDS, literacy, advocacy and democracy (CIP-UPWARD 2003).Central to the success of FFS programs is appropriate IPM and methodological training of the people who organize and facilitate the field schools. To be a successful FFS trainer/facilitator, one must have skills in managing participatory, discovery-based learning as well as technical knowledge of agro-ecology to guide the group's learning and action process. Without an adequate Training of Trainers (ToT) program, the subsequent FFS program will fall far short of its potential.This chapter focuses on a range of developments and innovations in FFS in recent years, with particular attention to IPM FFS and ToT. Promising innovations and new directions in other types of FFS will also be highlighted. The Farmer Field School ProcessIPM FFS are first initiated by introductory meetings with a community to determine if it is interested in establishing a FFS. Usually, a FFS concentrates on a particular crop in order to focus learning and deepen understanding of principles (e.g., on insect ecology, soil fertility, and production economics) that subsequently can be applied to other crops and the farm production system. If the community indeed decides to implement a FFS, the group establishes selection criteria and identifies a group of 15-30 participants. The facilitator and participants draw up a "learning contract" or "moral contract" that includes the commitments of both the facilitator and the group regarding attendance, materials, the management of resources, the investment of the FFS harvest, and other key issues. Ideally, the farmers contribute the majority of labor and crop input resources, with the facilitator contributing his or her time, transportation costs, and the basic learning materials needed for the FFS.