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Arthur Asher Miller (October 17, 1915 - February 10, 2005) was an American playwright, essayist, and figure in twentieth-century American theater. Among his most popular plays are All My Sons (1947), Death of a Salesman (1949), The Crucible (1953) and A View from the Bridge (1955, revised 1956). He also wrote several screenplays and was most noted for his work on The Misfits (1961). The drama Death of a Salesman has been numbered on the short list of finest American plays in the 20th century alongside Eugene O'Neill's Long Day's Journey into Night and Tennessee Williams's A Streetcar Named Desire.
The Arthur Miller Foundation was founded to honor the legacy of Miller and his New York City Public School Education. The mission of the foundation is: "Promoting increased access and equity to theater arts education in our schools and increasing the number of students receiving theater arts education as an integral part of their academic curriculum." Other initiatives include certification of new theater teachers and their placement in public schools; increasing the number of theater teachers in the system from the current estimate of 180 teachers in 1800 schools; supporting professional development of all certified theater teachers; providing teaching artists, cultural partners, physical spaces, and theater ticket allocations for students. The foundation's primary purpose is to provide arts education in the New York City school system. The current chancellor of the foundation is Carmen Farina, a large proponent of the Common Core State Standards Initiative. Alec Baldwin, Ellen Barkin, Katori Hall, Dustin Hoffman, Scarlett Johansson, Tony Kushner, Michael Mayer, Jim McElhinney, Julianne Moore, Liam Neeson, Lynn Nottage, David O. Russell, Liev Schreiber all serve on the Master Arts Council. Son-in-law Daniel Day-Lewis serves on the current board of directors. The foundation celebrated Miller's 100th birthday with a one-night-only performance of Miller's seminal works in November 2015. The Arthur Miller Foundation currently supports a pilot program in theater and film at the public school Quest to Learn in partnership with the Institute of Play. The model is being used as an in-school elective theater class and lab. The objective is to create a sustainable theater education model to disseminate to teachers at professional development workshops.
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anyone else?

Answer:
Alec Baldwin, Ellen Barkin, Katori Hall, Dustin Hoffman, Scarlett Johansson, Tony Kushner,

Question:
Tara Ann VanDerveer (born June 26, 1953) is an American basketball coach who has been the head women's basketball coach at Stanford University since 1985. Designated the Setsuko Ishiyama Director of Women's Basketball, VanDerveer led the Stanford Cardinal to two NCAA Women's Division I Basketball Championships: in 1990 and 1992. She stepped away from the Stanford program for a year to serve as the U.S. national team head coach at the 1996 Olympic Games. VanDerveer is the 1990 Naismith National Coach of the Year and a ten-time Pac-12 Coach of the Year.
VanDerveer was born on June 26, 1953, to Dunbar and Rita VanDerveer, who named their first child "Tara" after the plantation in Gone with the Wind. She was born in Melrose, Massachusetts, a part of Greater Boston, but grew up in a small town in West Hill, near Schenectady, New York. Her parents were interested in a well-rounded education. Her father was studying for a doctorate at the school now known as the University at Albany. He took the family to Chautauqua in the summer, where she immersed in arts as well as sports. At the age of ten, her parents bought her a flute, and arranged for lessons. Two years later, one of the premier flutists in the world was staying in Chautauqua, and her father arranged for lessons with this distinguished teacher. Although she learned to play, she did not enjoy the experience, and gave up the flute in ninth grade. The love of music stayed with her though, and in later years she would take up the piano. There were no sports teams for girls when she was in high school, but she played a number of sports including basketball, in rec leagues and pickup. When she was younger, she played with both boys and girls. As she entered her high school years, the girls dropped out for other interests, so she was more apt to play with boys. To help make sure she would be chosen, she bought the best basketball she could afford, so if the boys wanted to play with her basketball, they would have to pick her. Her father wasn't completely supportive of her basketball interest, calling her in from the neighbor's basketball hoop, telling her, "Basketball won't take you anywhere. Come in and do your algebra." Tara was equally certain that algebra wasn't going to take her anywhere. Her family moved to Niagara Falls in her sophomore year in high school. The house in West Hill had a gravel driveway, making a basketball hoop impractical, but when her parents got her a hoop for Christmas when they were in Niagara Falls. By then, she thought she was too old for basketball, although she would take it up again after she transferred to Buffalo Seminary, an all-girls college preparatory school, in her junior year. She ended up earning a place in the Buffalo Seminary's Athletic Hall of Fame.
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What else did she do at buffalo seminary?

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Question:
Indigenous languages of the Americas are spoken by indigenous peoples from Alaska and Greenland to the southern tip of South America, encompassing the land masses that constitute the Americas. These indigenous languages consist of dozens of distinct language families, as well as many language isolates and unclassified languages. Many proposals to group these into higher-level families have been made, such as Joseph Greenberg's Amerind hypothesis. This scheme is rejected by nearly all specialists, due to the fact that some of the languages differ too significantly to draw any connections between them.
Although both North and Central America are very diverse areas, South America has a linguistic diversity rivalled by only a few other places in the world with approximately 350 languages still spoken and an estimated 1,500 languages at first European contact. The situation of language documentation and classification into genetic families is not as advanced as in North America (which is relatively well studied in many areas). Kaufman (1994: 46) gives the following appraisal: Since the mid 1950s, the amount of published material on SA [South America] has been gradually growing, but even so, the number of researchers is far smaller than the growing number of linguistic communities whose speech should be documented. Given the current employment opportunities, it is not likely that the number of specialists in SA Indian languages will increase fast enough to document most of the surviving SA languages before they go out of use, as most of them unavoidably will. More work languishes in personal files than is published, but this is a standard problem. It is fair to say that SA and New Guinea are linguistically the poorest documented parts of the world. However, in the early 1960s fairly systematic efforts were launched in Papua New Guinea, and that area - much smaller than SA, to be sure - is in general much better documented than any part of indigenous SA of comparable size. As a result, many relationships between languages and language families have not been determined and some of those relationships that have been proposed are on somewhat shaky ground. The list of language families, isolates, and unclassified languages below is a rather conservative one based on Campbell (1997). Many of the proposed (and often speculative) groupings of families can be seen in Campbell (1997), Gordon (2005), Kaufman (1990, 1994), Key (1979), Loukotka (1968), and in the Language stock proposals section below.
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Overall, what was the outcome?

Answer:
SA Indian languages will increase fast enough to document most of the surviving SA languages before they go out of use, as most of them unavoidably will.