Given the following context:  Notorious outlaw Wes McQueen breaks out of jail and heads off to the Colorado Territory to meet the man who arranged the escape, his old friend Dave Rickard. Along the way, the stagecoach he is riding in is attacked by a gang of robbers. When the driver and guard are both killed, McQueen kills or drives off the remaining gunmen, earning the gratitude of the other passengers, dreamer Fred Winslow and his daughter Julie Ann. Winslow has bought a ranch sight unseen and looks forward to making his fortune. McQueen arrives at the ghost town of Todos Santos, where Reno Blake and Duke Harris are waiting for him, along with Reno's part-Indian girlfriend, Colorado Carson. After looking them over (and not liking what he sees), he heads off to a nearby town to meet an ailing Rickard, who asks McQueen to pull off one last big train robbery so they can both retire. With the exception of Rickard, McQueen distrusts everybody else in the gang, including ex-private detective Pluthner, who recruited Reno and Duke, and Homer Wallace, the railroad informant. McQueen wants to go straight, but agrees to do the job out of gratitude and friendship. While waiting for the robbery, McQueen decides to keep Colorado with him to avoid stirring up trouble between Duke and Reno. Although Colorado falls for him and tells him so, McQueen still dreams of marrying Julie Ann and settling down. When he visits the Winslow ranch, he finds it a poor, arid place. Winslow warns him that Julie Ann loves Randolph, a rich man back east. Winslow took her away because Randolph would never have married so far beneath him socially. McQueen, however, is undeterred.  answer the following question:  What is the first name of the person that is in a relationship with the woman that falls for the outlaw?
Ans: Reno

Given the following context:  A new science teacher, Miss Sandra Beecher, (Halle Berry) at Kona Pali High School in Hawaii pushes a group of students to come up with a science project. With a combination of design vision, mechanical skills, knowledge of batteries, and lightweight drivers, the students design and build a solar-powered car they name "Cockroach."  Their team manages to outperform a corporate-sponsored car and win the local Big Island competition by correctly predicting cloudy weather based on the surfing experience of the student captain, Daniel. Cloudy weather would make their vehicle's battery capacity a more important factor than its weight. With the shop teacher as chaperone, the students travel to Australia to compete in the World Solar Challenge. To the relief of their corporate sponsor, who is still bitter over the loss of his company-built vehicle in Hawaii, their car is delayed at the very start of the race. However, the students choose to persevere and remain in the race. A sand storm and other difficulties provide occasions for heroism. Uni Kakamura pilots the car through difficult terrain, but has an accident and is rescued by Gilbert. After Cindy is disqualified from driving for drinking alcohol, Eduardo puts aside his "lolo-haole" conflict with Daniel and reduces the car to allow the overweight Gilbert to drive so that the team can finish the race.  answer the following question:  Who has a conflict with the student captain?
Ans: Eduardo

Given the following context:  Descriptions of Imogen as a small child indicate that she had blue eyes, fair hair, an oval face reminiscent of her father's, and a rather prominent nose inherited from her mother.  In 1912, at the age of five, she joined the kindergarten class at the Froebel Institute, and remained at the school for five years. Summers were often spent at the Holsts' rented country cottage at Thaxted in Essex, where Gustav Holst began an annual Whitsun Festival in 1916.In 1917 Imogen began boarding at Eothen, a small, private school for girls in Caterham, where Jane Joseph, Gustav's star pupil from SPGS, taught music.  A letter home, dated 17 July 1917, tells of "compertishions [sic], and ripping prizes, and strawberries and cream for tea".  At the school, Imogen studied piano with Eleanor Shuttleworth, violin with André Mangeot (described as "topping") and theory with Jane Joseph ("ripping"). Under Joseph's tuition Imogen produced her first compositions—two instrumental pieces and four Christmas carol tunes—which she numbered as Ops. 1, 2, and 3. In the summer term of 1920, she composed and choreographed a "Dance of the Nymphs and Shepherds", which was performed at the school under her direction on 9 July.Imogen left Eothen in December 1920 hoping to study under Ruby Ginner at the Ginner-Mawer School of Dance and Drama, but was rejected on health grounds, although there appeared to be no significant medical issue. She then studied at home under a governess, while waiting to start at St Paul's Girls School in the autumn. At Whitsun 1921 she took part as a dancer in her father's production of Purcell's semi-opera from 1690, Masque of Dioclesian, held in the St Paul's School grounds and repeated a week later in Hyde Park.In September 1921 Imogen began at St Paul's Girls School, and became a boarder from Spring 1922. In July 1922 she performed a Bach Prelude and Fugue on the piano, for which Joseph praised her warmly, writing: "I think everyone enjoyed the Bach from beginning to end, they all made nice contented noises at the...  answer the following question:  What is the first name of the person who performed a Bach Prelude and Fugue on the piano in July 1922?
Ans: Imogen

Given the following context:  Around 1730, the Baroque style gradually began to break away from the defined Roman style of Baroque and gain an even stronger individuality, for two reasons: the rush to rebuild was subsiding, construction was becoming more leisurely and thoughtful; and a new clutch of home-grown Sicilian architects came to the forefront. This new generation had watched the rebuilding in the Baroque, and studied the ever more frequent engravings and architectural books and treatises arriving from the mainland. However, they were not like their predecessors (the former students of the Romans), and consequently were able to formulate strong individual styles of their own. They included Andrea Palma, Rosario Gagliardi and Tommaso Napoli. While taking account of the Baroque of Naples and Rome, they now adapted their designs for the local needs and traditions. Their use of resources and exploitation of the sites was often wildly inventive. Napoli and then Vaccarini had promoted the use of the external staircase, which was now taken to a new dimension: churches upon the summits of a hills would be reached by fantastical flights of steps evoking Vaccarini's mentor Francesco de Sanctis's Spanish Steps in Rome.Façades of churches often came to resemble wedding cakes rather than places of worship as the architects grew in confidence, competence, and stature. Church interiors, which until this date had been slightly pedestrian, came especially in Palermo to be decorated in a riot of inlaid marbles of a wide variety of colours. Anthony Blunt has described this decoration as "either fascinating or repulsive, but however the individual spectator may react to it, this style is a characteristic manifestation of Sicilian exuberance, and must be classed amongst the most important and original creations of Baroque art on the island". This is the key to Sicilian Baroque; it was ideally matched to the Sicilian personality, and this was the reason it evolved so dramatically on the island. Nowhere in Sicily is the development of the new Baroque...  answer the following question:  What two locations in Sicily was the development of the new Baroque style evident?
Ans: Ragusa