Here, we seek to prove some novel fractional integral inequalities for synchronous functions connected to the Chebyshev functional, involving the Gauss hypergeometric function. The final section presents a number of special instances as fractional integral inequalities involving Riemann-Liouville type fractional integral operators. Additionally, we take into account their applicability to other relevant, previous findings.

This article describes the direction of the teacher to bring up students mathematical communication skills when solving mathematical problems. The data is generated from direct observation of the actions of the research subjects when bringing up students mathematical communication skills in solving math problems. Subjects in this study were mathematics teachers who had the ability to provide direction to students so that students had mathematical communication skills. In this study, 2 different characteristics were found when the teacher gave directions to students. First, the teachers actions are in the form of giving directions to students to write down the questions given in their own language, giving directions to students to write down ideas with mathematical operations and mathematical procedures appropriately, giving directions to students to draw their ideas with pictures and lines, giving directions to students to re-examine the results obtained from the problem. Second, the teachers actions are in the form of giving directions to students to write down what is known and what is asked in the problem, giving directions to students to write down ideas with mathematical operations and proper mathematical procedures, giving directions to students to draw their ideas with pictures and lines.

Several studies have focused on the strategies that students adopt to learn or to solve a problem. These studies, for the most part, highlight the characteristics of the individual or the learner as the main factors influencing learning strategies. In this perspective, the present study proposes a differential and developmental approach and aims to study the influence of gender and age on learning styles. To this end, one hundred and forty-three Ivorian students from the first cycle (6ème to 3ème) and the second cycle (2nd and 1 ère ), divided according to gender and grade level, responded to the questionnaire of Bergeron & Goudreault, (2003). The data confirm the results of previous work that learning occurs differently: students use auditory, visual or kinesthetic learning styles to learn. The auditory learning style was found to be the dominant learning strategy for younger students (first cycle), while the visual learning style was found to be the preferred style for older students (second cycle). The visual and auditory learning styles are negatively and positively correlated with age and grade level, respectively. Furthermore, these learning styles do not differ by gender. These data thus suggest, from a practical point of view, the application of differentiated instruction especially when we know that "academic failure occurs when instruction is mostly visual for an auditory student and auditory for a visual student".

If a patient goes for medical treatment, he has the right to be informed of the nature of treatment, procedure, and the prescription. The risks associated with the treatment must be disclosed. The patient will then be able to consent or withhold consent to the treatment. Can the doctor override the decision of the patient when he withholds consent to a medical treatment on the cover of medical ethics without liability for breach of fundamental rights and damages in tort? This paper discusses the legal position in Nigeria and other common law jurisdictions to evaluate the responsibility and limit to the discretion of the doctor. It examines the peculiar cases of minors. While adopting a doctrinal methodology, this paper discusses the need for respect of the fundamental rights of the patient and the balance of the conflicting interest of the patient and that of the medical ethics, the state interest in public health and welfare. It posits that where a doctor disregards the decision of the patient, he will be liable for breach of fundamental rights or damages in tort irrespective of whether he perceives such decision unreasonable.