This study addressed the frequency of occurrence of the epistemic modal elements that the Ex-president prefers to express in the selected State of the Nation Addresses of Ghana. The study adopted a qualitative approach. Purposively, the two addresses selected for the study are State of the Nation Address: 16th February 2001 and State of the Nation Address: 14th February 2008. The selected addresses are a good starting point for determining tendencies in the meaning expressed by the selected modal categories. The focus is on the semantics of the epistemic category of modality and other related variables within the contexts in which they are used. The data were analysed based on specific epistemic modal meanings and the modal elements expressed. It was observed that there were more expressions of certainty during the 2008 State of the Nation Address than the first one delivered by the Ex-president. Additionally, it is observed that the selection of a particular modal element in a particular context is primarily influenced by the interplay of the speaker and the participants involved. Therefore, an epistemic modal element used in a different linguistic environment may have a different contextual meaning from another. The lower expressions of uncertainty during the last State of the Nation, which ended the tenure of office of the ex-president, show that he was sure he had performed well and was bold enough to make categorical statements. The study exhibited some occurrences of expression of tentativeness with the use of modal verbs alone. All the categories recorded any instance of tentativeness. It is also recommended that politicians, spokespersons, and speech writers be cautious when indicating their information sources and how they obtain them. This helps maintain political credibility, which is the dominant index of the electorate's quest for people who know the conditions and problems prevailing in the country and their solutions.

Qualitatively, the study adopted a case research design. The population of this study comprised the last batch of Diploma in Basic Education (DBE) and the current first-year students of the new programme (Bachelor in Basic Education) of Mount Mary College of Education. Simple random and stratified sampling techniques were used to select 15 long essays from the final year, while 30 assignments were chosen from the first year. Nine (9) long essays from the English language, five (5) essays from Social Studies and one (1) essay from Mathematics. The main tools used for the study were students' assignment items and copies of long essays. Through an interpretative lens, the data were analysed into themes. The data and the analysis largely showed that students employed different kinds of modal verbs in their writing, including complete and periphrastic modal verbs. There was evidence that students have used these modal verbs in different ways that sometimes affected the intended meaning. These inappropriate choices are evident in both written texts and oral presentations. Findings showed that students employed modal verbs indiscriminately with little attention to contexts. It would be recommended that language teachers deal with the issue by giving written feedback on the use of modal verbs to students in their texts anytime they are given assignments.

This research has deeply examined the linguistic and rhetorical features of proverbs in Arabic language and literature. By comprehensively addressing the grammatical structures, narrative techniques and rhetorical features of the parables, the study has shown how impressive and instructive these elements are. The research also analyzed the role of parables in contemporary Arabic literature and how they approach modern social and cultural issues. The findings revealed the rich and diverse effects of parables on language and rhetoric, indicating that Arabic parables are powerful and effective literary tools in both historical and contemporary contexts. Additionally, the place of parables in contemporary Arabic literature, how this literary genre approaches social and cultural issues, and the effects of these approaches on society are detailed. In conclusion, this study highlights the effects of Arabic parables on language and rhetoric and how this literary form has evolved in modern times and its role in social communication. For future studies, it is recommended to conduct comparative analyzes with a wider range of texts and in various geographical and historical contexts. This will better reflect the cultural and historical diversity of Arabic parables and allow us to delve more deeply into the effects of modern technology and media.

The primary role of indigenous moral education is to inculcate positive attitudes, moral norms, ideals and virtues such as honesty, kindness, compassion, respect for others, and a sense of a common good. In a Ghanaian traditional society’s perspective, the morality of a person is judged according to his or her character. This position paper discusses the relevance of indigenous moral education and its relevance in contemporary Akwamu Traditional society in the Eastern Region of Ghana. The sources of indigenous moral education among the people of Akwamu society are proverbs, taboos, naming, puberty and marriage rites. The indigenous moral education provides moral values such as respect for authority, truthfulness, loyalty, obedience, tolerance, chastity and godliness to members of the Akwamu community. Besides the foregoing, the indigenous moral education systems, such as proverbs and puberty rites have outlived their usefulness in recent times among the Akwamus as a result of modernity which has introduced an alternative means of initiating young girls into adulthood. It is also important to note that even though some of the indigenous moral education systems have outlived their usefulness in contemporary times, the surviving ones should be incorporated into the modern moral education system so that the cultural identity of the people is preserved.

This paper addresses the labial-palatalization process in Akuapem, a dialect of Akan. In this paper, we study the labial-palatalization, and the tonal processes related to the verbal prefix bɛ when cliticized to reduplicative verbs in the Akuapem dialect of Akan. Based on labial-palatalization, it is not all the Akuapem dialect that labial-palatalizes a C in a CUa/e string that triggers the labial-palatalization process. The study also concluded that when the verbal prefix or the modal marker bɛ is cliticized to reduplicated class I verbs, all the reduplicant and the base form of the verb assume different tonal melody in all the sub-dialect of Akuapem.

The study adopted a mixed-method research approach. The population size of this study constitutes the last batch of Diploma in Basic Education (DBE) and the current first-year students of the new programme (Bachelor in Basic Education) of Mount Mary College of Education. Purposive and random sampling techniques were used to select seven hundred and seventy-nine (779) respondents for the study. A purposive sampling technique was used to select final year Diploma in Basic Education (DBE), made up of 312 and first-batch first-year students of the new programme (Bachelor in Basic Education) of Mount Mary College of Education, made of up 467 were used for data collection. A simple random technique was used to select 15 long essays from the final year Diploma in Basic Education while 30 assignments were selected from the first batch Bachelor in Basic Education students. Documents and interview guides were used for data collection. With an interpretative lens, the data were analysed in themes. The challenges in writing are the substitution of one modal verb for another, forceful insertions of modal verbs and improper modal forms. There was also proof that students were found to have used modal verbs in sentences that lacked the corresponding relationship with other clausal elements, making such constructions grammatically and pragmatically non-harmonious. It is recommended that there is a need to have a run-on design of the curricula by making sure that, a gradual introduction of modal verbs begins from the basic and low-grade level of the educational system to the highest. As these learners move up, they will correctly apply the verbs, changing from the core meaning of the modals to more complex uses. This concerted effort though will not be a panacea to the modal verbs challenge; it could mitigate he problem to a large extent.