input: Matthew Staton Bomer was born on October 11, 1977 in Webster Groves, Missouri, to Elizabeth Macy (nee Staton) and John O'Neill Bomer IV, a Dallas Cowboys draft pick. His father, John Bomer, played for the Dallas Cowboys from 1972 to 1974. He has a sister Megan Bomer and a brother Neill Bomer, who is an engineer. Bomer credits his own parents for being understanding when they sensed their young child was a little different from other kids. "I've always had an active imagination," says Bomer. He is a distant cousin to American singer Justin Timberlake, with whom he starred in the movie In Time in 2011. Timberlake and Bomer share common descent from Edward Bomer, who was born in 1690. Bomer's ancestry includes English, as well as Welsh, Scots-Irish, Scottish, Irish, Swiss-German, and German.  In 1995, at age 17, Bomer made his professional stage debut as Young Collector in a production of Tennessee Williams A Streetcar Named Desire (1947) staged by Alley Theatre, a company in the Downtown, Houston, at the Texas. A few years later he returned to the stage in 1998 in a re-presentation of the play Joseph and the Amazing Technicolor Dreamcoat by Andrew Lloyd Webber and Tim Rice in the play he lived Issachar - who was represented at the Utah Shakespeare Festival in Cedar City, Utah. Speaking about his first role in a production, Bomer said:  I started acting professionally when I was 17. I quit the team and did a production of A Streetcar Named Desire at the Alley Theatre in Houston. I used to drive down at the end of the school day, do the show, do my homework during intermission and drive an hour back to Spring to go to school the next day.  He grew up in Spring, Texas, a suburb of Houston, and attended its Klein High School in 1996, where he was a classmate of future actor Lee Pace and actress Lynn Collins. Pace and Bomer both acted at Houston's Alley Theatre, a non-profit theatre company. Bomer was nurtured throughout middle school by a theater arts teacher who taught him to improvise and give life to the characters he had created in his mind. His senior year, Bomer received a scholarship for some of his monologue performances, which led to his acceptance at Carnegie Mellon University in Pittsburgh, Pennsylvania. Where he graduated in 2001, with a Bachelor of Fine Arts degree, along with his friend and also actor Joe Manganiello.

Answer this question "Who were his parents?"
output: Elizabeth Macy (nee Staton) and John O'Neill Bomer IV,

input: Over half a century since their last short film was released, the Three Stooges remain popular with audiences. Their films have never left American television since first appearing in 1958, and they continue to delight old fans while attracting new admirers. They were a hard-working group of comedians who were never the critics' darlings, a durable act who endured several personnel changes in their careers that would have permanently sidelined a less persistent act. The Stooges would not have lasted as long as they did as a unit without Moe Howard's guiding hand.  The Ted Okuda and Edward Watz book The Columbia Comedy Shorts puts the Stooges' legacy in critical perspective:  Many scholarly studies of motion picture comedy have overlooked the Three Stooges entirely - and not without valid reasoning. Aesthetically, the Stooges violated every rule that constitutes "good" comedic style. Their characters lacked the emotional depth of Charlie Chaplin and Harry Langdon; they were never as witty or subtle as Buster Keaton. They were not disciplined enough to sustain lengthy comic sequences; far too often, they were willing to suspend what little narrative structure their pictures possessed in order to insert a number of gratuitous jokes. Nearly every premise they have employed (spoofs of westerns, horror films, costume melodramas) has been done to better effect by other comedians. And yet, in spite of the overwhelming artistic odds against them, they were responsible for some of the finest comedies ever made. Their humor was the most undistilled form of low comedy; they were not great innovators, but as quick laugh practitioners, they place second to none. If public taste is any criterion, the Stooges have been the reigning kings of comedy for over fifty years.  Beginning in the 1980s, the Stooges finally began to receive critical recognition. The release of nearly all their films on DVD by 2010 has allowed critics of Joe Besser and Joe DeRita - often the recipients of significant fan backlash - to appreciate the unique style of comedy that both men brought to the Stooges. In addition, the DVD market has allowed fans to view the entire Stooge film corpus as distinct periods in their long, distinguished career rather than unfairly comparing one Stooge to another (the Curly vs. Shemp debate continues to this day).  The team appeared in 220 films, but it is the durability of the 190 short films the Stooges made at Columbia Pictures that acts as an enduring tribute to the comedy team. American television personality Steve Allen went on record in 1984 saying, "Although they never achieved widespread critical acclaim, they did succeed in accomplishing what they had always intended to do: they made people laugh."

Answer this question "What else was they legacy known for"
output: "Although they never achieved widespread critical acclaim, they did succeed in accomplishing what they had always intended to do: they made people laugh.

input: 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

Answer this question "what sort of framework?"
output:
secular educational program could take place.