This study focuses on how perceived security environment affect U.S. unilateral, military intervention in civil conflicts, using the concept of Bayesian learning to illustrate how threat perceptions are formed, how they change, and how they affect the U.S. decision to intervene militarily in civil conflicts. I assess the validity of two primary hypotheses: (1) the U.S. is more likely to intervene in civil conflicts with connections to a threatening actor or ideology; and (2) the U.S. is more likely to intervene in civil conflicts for humanitarian motives in a less threatening security context. To test these hypotheses, I compare U.S. military intervention in three temporal contexts reflecting more threatening security contexts (Cold War and post-9/11) and less threatening security contexts (1992-2001). Results of logit regression analysis reveal that a conflict’s connection to a threatening actor or ideology is the most statistically and substantively significant determinant of U.S. military intervention in civil conflicts, both in more and less threatening security contexts. They also indicate that humanitarian motives are not a statistically significant determinant of U.S. military intervention in civil conflicts, even in a more benign security environment. These findings imply that U.S. unilateral military intervention is reserved for more direct national …

To do justice to Shakespeare’s comprehensive moral and political thought this paper seeks to discover what we can learn from the political philosophy of his largely neglected comedy, Taming of the Shrew. Not only does this endeavor provide a valuable forgotten link within the critical analyses of the theorists, but it also corrects the various misinterpretations of the play among contemporary critics. I argue that the play surveys various key themes that are rooted in classical political philosophy – such as education, the problems of anger, and the dynamic between nature and convention – and takes into consideration how they apply to modern man. Shakespeare borrows Plato’s idea that eroticism is central to education and explicitly references Ovid’s love books to reexamine our conceptions about one’s formation of character, the proper standards for judging the ideal mate, and the effects of these issues on the stability of the community. I also submit an innovative explanation of the relation between the induction and the main plot. Taken together they exhibit a critique of the role of the poet and his art in modern civil society.