The existence of humic substances in peat water impacts the presence of the dissolved organic matter (DOM) which is the precursor of trihalomethanes (THMs) and haloacetic acids (HAAs). However, information on DOM characteristics, THMs and HAAs Formation Potential (THMFP and HAAFP) in tropical peat water are still limited. This study aimed to determine the correlations between DOM, THMFP, and HAAFP during dry and rainy seasons in tropical peat water in Indonesia. Samples of peat water are taken from the water canal and tidally affected river on Sumatera's peatland during the rainy season and dry season to determine the effects of the seasons and tides. DOM measured by dissolved organic carbon (DOC), specific ultraviolet absorbance and the ratio of E465/E665 while THMFP determined from a total of THMFP4 measurements and HAAFP determined from measurement of total HAAFP5. Compared to dry season, values of all organic parameters on rainy season were higher but fewer in river. Canal water has a higher DOC while river water has a higher chloride and bromide content. Increasing of DOC in the rainy season correlates with increasing of THMFP4 and HAAFP5. THMFP4 is dominated by chloroform on canal while brominated THMs predominate in river water which correlates with the presence of bromide. Chlorinated HAAs dominate HAAFP5 in canal water while brominated HAAs increases in the river. Seasons and tides affect the appearance of bromide contaminants in water that affects the form of THMFP and HAAFP.
The success of early childhood education cannot be separated from the role of teachers and parents. The teacher is the key to the success of students at school and parents as the key to success when theya are at home. This research is a qualitative research. The purpose of this study was to find out how is the collaboration between teachers and parents in developing the moral and religious aspects of early childhood at RA Tiara Chandra Yogyakarta. The results showed that the school had several programs with parents' involvement, such as: parenting, whatsapp group, training in living values education, value-based social services, the cards of great children's habit, distribution of students' report, and value performances at graduation day. The teacher also used several methods in learning activities in school, such as: exemplary, habituation, role playing, and storytelling. Students experience many changes in the internalization and practice of the moral and religious values when teachers used living good moral and religious values method and collaboration between teachers and parents run well. Teachers and parents collaboration gave a very big impact in developing moral and religious aspects of early age children. This can be seen from the behavior of students who are able to apply the values of responsibility, cooperation, affection, mutual respect, honesty, courage and tolerance. The supporting factors are the support of principals, teachers, and parents. While the inhibiting factor is the lack of awareness of parents to be involved in school activities and become role models at home.
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