Question: James Stanley Brakhage ( BRAK-@j; January 14, 1933 - March 9, 2003), better known as Stan Brakhage, was an American non-narrative filmmaker. He is considered to be one of the most important figures in 20th-century experimental film. Over the course of five decades, Brakhage created a large and diverse body of work, exploring a variety of formats, approaches and techniques that included handheld camerawork, painting directly onto celluloid, fast cutting, in-camera editing, scratching on film, collage film and the use of multiple exposures. Interested in mythology and inspired by music, poetry, and visual phenomena, Brakhage sought to reveal the universal in the particular, exploring themes of birth, mortality, sexuality, and innocence.

Born Robert Sanders in Kansas City, Missouri on January 14, 1933, Brakhage was adopted and renamed three weeks after his birth by Ludwig and Clara Brakhage. As a child, Brakhage was featured on radio as a boy soprano and sang in church choirs and as a soloist at other events. He was raised in Denver, Colorado, where he attended high school with the filmmaker Larry Jordan and the musicians Morton Subotnick and James Tenney. Together, Brakhage, Jordan, Tenney and Subotnick formed a drama group called the Gadflies. Brakhage briefly attended Dartmouth College on a scholarship before dropping out to make films. He completed his first film, Interim, at the age of 19; the music for the film was composed by his school friend James Tenney. In 1953, Brakhage moved to San Francisco to attend the San Francisco Art Institute, then called the California School of the Arts. He found the atmosphere in San Francisco more rewarding, associating with poets Robert Duncan and Kenneth Rexroth, but did not complete his education, instead moving to New York City in 1954. There he met a number of notable artists, including Maya Deren (in whose apartment he briefly lived), Willard Maas, Jonas Mekas, Marie Menken, Joseph Cornell, and John Cage. Brakhage would collaborate with the latter two, making two films with Cornell (Gnir Rednow and Centuries of June) and using Cage's music for the soundtrack of his first color film, In Between. Brakhage spent the next few years living in near poverty, depressed about what he saw as the failure of his work. He briefly considered suicide. While living in Denver, Brakhage met Mary Jane Collom (see Jane Wodening), whom he married in late 1957. Known as Jane Brakhage, she became his first wife. Brakhage tried to make money on his films, but had to take a job making industrial shorts to support his family. In 1958, Jane gave birth to the first of the five children they would have together, a daughter called Myrrena, an event Brakhage recorded for his 1959 film Window Water Baby Moving.

Using a quote from the above article, answer the following question: where did he go to school?
HHHHHH
Answer: He was raised in Denver, Colorado, where he attended high school with the filmmaker Larry Jordan and the musicians Morton Subotnick and James Tenney.

Question: Selim III (Ottoman Turkish: slym thlth Selim-i salis) (24 December 1761 - 28 July 1808) was the reform-minded Sultan of the Ottoman Empire from 1789 to 1807. The Janissaries eventually deposed and imprisoned him, and placed his cousin Mustafa on the throne as Mustafa IV. Selim was subsequently killed by a group of assassins.

Selim introduced domestic reforms to strengthen his government. He solicited suggestions throughout the governing institutions. As a basis for change: he created a new treasury, filled in large part from confiscatory punishment leveled at fief holders who had ceased to respect their military obligations, schools were opened, attention was given to printing and to the circulation of Western translations, and young Turks were sent to Europe for further study. The most significant reforms, however, involved the military. The navy was strengthened, and a navigation school was opened. The army commissariat was changed, officer training was improved, the Bosphorus forts were strengthened, the artillery was revitalized, and the new engineering school was reorganized. The major innovation was the founding of a new body of regular troops known as the Nizam-i-Cedid (new regulation), a term also applied to the reforms as a whole. A former Turkish lieutenant in the Russian army formed the first of these new units, uniformed, well disciplined and drilled, in 1792. Other units followed, involving, in some instances, extensive barracks building with related town facilities, such as the mosques and baths of Scutari. Such buildings constitute Selim's major architectural legacy. Before the reforms, education in the Ottoman Empire had not been a state responsibility but had been provided by the education for Muslims. The first inroads into the system had been made with the creation of naval engineering, military engineering, medical and military science colleges. In this way specialized Western-type training was grafted onto the traditional system to produce specialists for the army. Similar institutions for diplomats and administrators were founded, including the translation bureau and the civil service school the latter was reorganized and eventually became the political science department of the University of Ankara and the major training center for higher civil servants. The first comprehensive plan for state education was put forward. It provided for a complete system of primary and secondary schools leading to the university level, all under the Ministry of Education. A still more ambitious educational plan, inaugurated in 1869, provided for free and compulsory primary education. Both schemes progressed slowly because of a lack of money, but they provided a framework within which development toward a systematic, secular educational program could take place. There were more than 36,000 Ottoman schools, although the great majority were small, traditional primary schools. The development of the state system was aided by the example of progress among the non-Muslim millet schools, in which the education provided was more modern than in the Ottoman schools included more than 1,800 Greek schools with about 185,000 pupils and some 800 Armenian schools with more than 81,000 pupils. Non-Muslims also used schools provided by foreign missionary groups in the empire

Using a quote from the above article, answer the following question: what sort of framework?
HHHHHH
Answer:
secular educational program could take place.