Background: Arashi (Lan , lit. Storm) is a Japanese boy band consisting of five members formed under the Johnny & Associates talent agency. The members are Ohno Satoshi, Sakurai Sho, Aiba Masaki, Ninomiya Kazunari, and Matsumoto Jun. Arashi officially formed on September 15, 1999, in Honolulu, Hawaii, and made their debut CD on November 3, 1999. The group was initially signed to Pony Canyon and released one studio album and six singles--beginning with their 1999 eponymous debut single before moving to the Johnny's subsidiary label J Storm in 2001, which was initially set up for their succeeding releases.
Context: Arashi began 2002 by releasing their first single under J Storm. "A Day in Our Life" was used as the theme song for Sakurai's comedy drama Kisarazu Cat's Eye and debuted atop of the Oricon weekly singles chart selling 226,480 copies. Their subsequent releases of the year, "Nice na Kokoroiki" and "Pikanchi", were used as the theme songs for the anime Kochira Katsushika-ku Kameari Koen-mae Hashutsujo and Arashi's movie Pikanchi Life is Hard Dakedo Happy (pikanchi Life is HarddakedoHappy, Pikanchi Life is Hard But Happy) respectively.  Starting in 2003, the group would only release two singles every year until 2007. Both singles released in 2003, "Tomadoi Nagara" and "Hadashi no Mirai/Kotoba Yori Taisetsu na Mono", debuted at number two on the charts. The song "Kotoba Yori Taisetsu na Mono" marked the first time a member contributed to the penning of a single, as many of the group's songs are produced by other lyricists, composers, or musicians. Sakurai, who is the designated rapper of Arashi, has since written all the incorporated rap lyrics of the group's releases.  2004 was Arashi's fifth anniversary since debut. They began the year by releasing their twelfth single, "Pikanchi Double", in February as the theme song for their second movie Pikanchi Life is Hard Dakara Happy (pikanchi Life is HarddakaraHappy, Pikanchi Life is Hard Thus Happy). Selling 89,106 copies in the first week, it is Arashi's lowest-selling single to date. In celebration of their anniversary, the group released a greatest hits album 5x5 The Best Selection of 2002-2004, which included their second 2004 single "Hitomi no Naka no Galaxy/Hero".  In 2005, on New Year's Day, Arashi released their first concert DVD since How's It Going? in 2003 titled 2004 Arashi! Iza, Now Tour!!. From July 26 to August 24, they embarked on a summer tour titled One to support their album of the same name. One of the highlights of the tour included the live performance their first single of the year, "Sakura Sake", on top of "Johnny's Moving Stage" (ziyanizumubingusutezi, Janizu Mubingu Suteji), a transparent stage that travels over the top of the audience. Invented by Matsumoto, "Johnny's Moving Stage" has since been used in a majority of Arashi's concerts to allow them to move closer to the audience seated at a distance from the main stage. In November, Arashi released a theme song for the manga-based drama Hana Yori Dango, which starred Matsumoto as one of the lead actors. "Wish" went on to sell an estimated 178,000 copies in its first week and over 300,000 copies by the end of its chart run, making it their first single to sell over 300,000 copies in total in nearly three years since "A Day in Our Life" in 2002.
Question: What was J Storm?
Answer: Arashi began 2002 by releasing their first single under J Storm.

Problem: Background: 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.
Context: 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
Question: what did the education provide in the non Muslim millet schools?
Answer:
pupils. Non-Muslims also used schools provided by foreign missionary groups in the empire