Why does God send Death to Everyman?

God is unhappy with the way Everyman is living his life.  Money is one factor, but there are many others.  Remember that Everyman is one of the first morality plays, and it would be performed in church to teach the every day folks who didn't read and write how they were supposed to live.  Plays of this type were a common and successful way of teaching the illiterate masses the words and ways of the Bible. 

After Death is sent to deliver the message to Everyman, he goes through the typical reactions--denial, refusal, acceptance, and then he seeks company to travel with him.  Of course, once everyone else finds out where he is going, they all find something else to do.  Only Knowledge and Good Deeds go with Everyman to judgement day and the grave.

What are some instances of dramatic irony, allusion, paradox and ambiguity in "The Things They Carried"?

Examples of these techniques are ubiquitous in The Things They Carried. What might help would be to narrow down to a particular story.

For example, "On the Rainy River" is a particularly strong source for such examples. In fact, the entire story is dramatic irony. As readers, we already know the main characters goes off to war in Vietnam, but through this story we get to experience the turmoil and heartache that went into his decision, all emphasized by the irony and paradox expressed in the story's last line: "I was coward, I went to war."

Likewise, the story is ripe with allusion and ambiguity as well. For allusion, you might look near the end of the story when the narrator imagines the throngs of people standing on each bank of the river. Many allusions to such patriotic figures as Abraham Lincoln, George Washington, etc are there.

Perhaps the most ambiguous element of the story is the behavior of Elroy. Does he fully understand the narrator's purpose in being there? Does he purposefully take him to within feet of Canadian soil and force him to make a decision? We--like the narrator--cannot be sure.

What types of conflict are used in this piece? In what instances is conflict used?

Conflicts in the story are both internal and external. Once conflict concerns Laura and her family ("man against man").  She wants to learn life from their point of view; she wants to be like them. She admires her mother and her brother enormously, but learning to be like them is not easy for her and she often stumbles, as she does when speaking to the workmen.  This event pertains the larger class conflict (man vs. man) that provides the background to the story, the conflict between the life of comfort of the family and life of hardship of the people in the village; it is that difference in class, and the inability of one class to understand the other, that Mansfield wants to expose. This leads to the internal conflict for the protagonist, for during this party she learns about life and death (man vs. nature), and the weight of that knowledge is staggering.  Her entire background conflicts with the poverty and experience of death that she encounters when she visits the family in the village, and when the story ends, she is not able to resolve it. She comes close to understanding the meaning of death, but it finally eludes her when her brother can only say "Isn't it darling" as she cries to express her feelings.

In "Eveline," what are the reasons for Eveline's wish to leave her hometown and go with Frank?

In Joyce's short story, "Eveline," Eveline is trapped and figuratively paralyzed in a bad home life.  She is the responsible person in her home and takes care of her little brother and her abusive father. 

Her going to Buenes Aires is an opportunity to escape.  Like other characters in Joyce's short story collection, Dubliners, from which this story comes, she is a Dubliner trapped in Ireland and unable to escape.  Moving away to South America would present her with what would most likely be a better life. 

But this escape comes at too high a price, apparently.  Dubliners features characters that don't get out of Ireland, even when they have a chance.  In Eveline's case, she is in a no win situation.  To leave would probably present her with a better existence, but would leave her family uncared for.  She freezes when it is time to go--she is literally, and figuratively, frozen.  She has no good choice.  She desperately wants to escape, but cannot bring herself to do so. 

It is important to note that this is sophisticated fiction.  Eveline does not cheerily stay and idealistically look forward to being the rock of her family or whatever.  This story presents no moral lesson.  The fiction realistically depicts a woman trapped in a modern situation with no way out.  It is dark and honest. 

What are the audience's expectations of act 1 scene 5?Juliet judge Paris; Romeo will cheer up and try to find Rosaline.

The audience is probably feeling many emotions and the expectations could take many avenues at this point.  The audience is hopeful at the end of Act I Scene 5 that Romeo and Juliet will defy fate and end up as a happy couple.  Even though they know of each other's families at the end of Scene 5, they are willing to defy anyone or anything to be together. This makes the audience feel that despite the foreshadowing in the Prologue using the words: "misadventured" and "death-marked," to name a few, they will still beat the odds. 

Romeo's speech at the end of Scene 4, as he approaches the Capulet's feast, indicates that he sees things going terribly wrong and that this will lead to his eventual demise.

Tybalt vows to kill Romeo and get his revenge because he is a Montague and he dared to enter the Capulet's feast.  The audience will see Tybalt as a serious threat to the couple's happiness.  He says, "I will withdraw, but this intrusion shall, Now seeming sweet, convert to bitter gall."

I think that even though we know Romeo and Juliet is a tragedy, we are also hopeful, as an audience, that love will prevail and will overcome the obstacles.  I also think the audience feels that they are on the edge, fearing the worst, but hoping for the best.

Reference:  The Language and Literature Book by McDougal Littell           

How does the symbol of class and society compare to the overall meaning as expresses in other works of literature and or in contemporary society?

I would say that the question might need to experience some refinement.  Are we examining the literary theme of class and social orders at a specific point in time?  Is it located in a specific national canon of literature?  Questions such as these excluded, I wold say that Fitzgerald's symbol of class and society have a great deal of relevance to contemporary society.  The notion of a distinct "upper" class and "lower" class, of different "Eggs" and eyes that watch over both, are highly present in the modern setting.  In the last thirty years, we have seen periods similar to Fitzgerald's Jazz Age.  The 1980s was a decade focused on self interest and self absorption, where "Lifestyles of the Rich and Famous," was not only a television show, but rather a way of life.  Opulence and splendor ruled the decade, similar to the parties that Gatsby throws, the cattiness of Jordan, and the complete disregard to others because of wealth that Tom features. People like Ivan Boesky, Donald Trump, and Michael Milliken were revered because of their ability to make and spend money.  We saw a similar emergence in the "dot com" period of the late 1990s, where the desire to keep and make wealth resulted in "the smartest guys in the room" with Enron and Bernard Ebbers speaking to Congress as to why MCI Worldcom made billions and the shareholders failed to see a dime. Even in the most modern of settings, we can see this.  When the CEO of BP "wants his life back" and sails at a yacht race while his company spews thousands of barrels of crude oil in the Gulf of Mexico, or while executives receive billions in bonus money with unemployment reaching double digits, one sees the Fitzgerald depiction of rich and poor as true.   His demonstration of wealth as a world with splendor and jaw dropping astonishment, yet built on a firmament of sand with a tide waiting to crush all of its erected monuments is one that we have seen play out time and time again.

What is the significance of the dead body in the frame house and Mary/Sarah Williams?

By covering the dead man's face and refusing to let him look at him, Jim shows tenderness and concern for Huck, even though Huck hasn't shown the same kindness to him.  Also, Jim knows what Huck does not - that the dead body is that of Huck's father.

Huck goes to shore disguised as a girl, and identifies himself as Sarah Williams to Mrs. Lathrop, whose house he visits.  Later, in conversation, he says his name is Mary Williams, a slip which Mrs. Lathrop catches immediately.