SACM - Australia
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Item Restricted Design for Computer Experiments: Constructions and Properties(Saudi Digital Library, 2025) Alhelali, Omar; Georgiou, Stelios; Stylianou, StellaComputer experiments have become an indispensable tool in modern scientific research, providing a flexible, cost-effective, and safe alternative to physical experimentation. They allow researchers to investigate complex systems, assess multiple factors simultaneously, and explore scenarios that may be impractical or unsafe to replicate in real life. In contrast, physical experiments often require substantial time and financial resources and can be limited by practical or ethical restrictions. The efficiency, repeatability, and broad applicability of computer experiments make them an increasingly attractive choice in fields such as engineering, applied sciences, and data analysis. Within this context, we develop new design constructions that advance the field of computer experiments. This thesis is guided by three research objectives: (1) to propose novel Orthogonal Designs for Computer Experiments (ODCEs), (2) to develop new Sliced Orthogonal Designs for Computer Experiments (SODCEs), and (3) to compare these newly constructed designs with existing methods in the literature. Together, these objectives capture the novelty of our contributions to the design of computer experiments. The first chapter introduces the fundamental concepts of the Design of Experiments (DoE), defining key terms such as factors, levels, treatments, and responses, and explaining the core principles, including randomization, replication, and blocking. The chapter highlights the distinction between physical and computer experiments, underlining the advantages of the latter in terms of cost, flexibility, and scalability. The scope and significance of the research are also described, outlining how this work contributes to the creation of more effective and practical designs for computer experiments. The second chapter reviews the background and development of various experimental designs. It begins with traditional approaches such as one-factor-at-a-time (OF AT ), factorial, fractional factorial, Latin square, and Graeco–Latin square designs. The focus then shifts to designs for computer experiments, particularly Latin hypercube designs (LHDs) and sliced Latin hypercube designs (SLHDs), discussing their construction methods, strengths, and limitations. The chapter also examines other designs that have been adapted or specifically developed to enhance the accuracy and practicality of computer-based studies. The third chapter lays the technical foundation for the proposed constructions. It discusses the polynomial regression models and their relationship to design matrices, then explores mathematical tools such as autocorrelation functions (periodic and non-periodic), circulant matrices, and structured arrays such as Goethals-Seidel and Kharaghani arrays. A major emphasis is placed on sequence families with zero autocorrelation, T-sequences, Base sequences, Golay sequences, and disjoint amicable sequences, which are central to generating efficient and highly structured experimental designs. The fold-over technique is also discussed as a means of enhancing symmetry and orthogonality in the resulting designs. In the fourth chapter, we develop our new design, called "Orthogonal Designs for Computer Experiments (ODCEs). This part of the research has been published in Applied Numerical Mathematics(see Appendix A). The method combines T-sequences(and other sequences converted to T-sequences) with circulant matrices, Goethals–Seidel arrays, and the fold-over technique to create designs with strong structural properties. The resulting ODCEs achieve full orthogonality not only between main effects and second-order terms but also between odd- and even-order interaction effects. This improves clarity and reduces confounding in model estimation. The approach supports a wide range of run sizes and factor combinations, while avoiding exhaustive search procedures and the reliance on rare sequence types. The designs are easy to generate, efficient to use, and adaptable to various experimental needs. The proposed ODCE is also evaluated and compared with selected existing designs from the literature to highlight its performance and advantages. In the fifth chapter, we contribute to the field of computer experiments by developing the first infinite families of Sliced Orthogonal Designs for Computer Experiments (SODCEs). Our newly constructed designs are presented here for the first time. These designs extend and generalize the concept of Sliced Latin Hypercube Designs (SLHDs). This new design ensures that orthogonality is maintained throughout the full design and within every slice. Each slice is a smaller ODCE, making the designs suitable for step-by-step experimentation and multi-stage studies. The construction uses T-sequences, Golay sequences, and disjoint amicable sequences, allowing flexible parameter choices and broad applicability in scientific and engineering studies. The proposed SODCE is evaluated and compared with existing sliced designs from the literature to demonstrate its effectiveness and practical benefits. The final chapter provides a concluding review of the thesis. It summarizes the work presented in each chapter and highlights the main contributions of the new constructions ODCE and SODCE. It shows their practical strengths and applicability in computer experiments. It also outlines some future work in the areas covered in this thesis.17 0Item Open Access Knee Joint Morphology and Biomechanics in Athletes and People Following ACL Reconstruction(Saudi Digital Library, 2025) Alotaibi, Sultan Saud H; Monty, Jason PatrickComprehensive understanding of knee biomechanics and bone morphology remains crucial for advancing treatment strategies for knee pathologies. Despite this importance, current research provides insufficient data on knee bone morphology and biomechanical function during activities of daily living, particularly regarding athletic populations and individuals following anterior cruciate ligament reconstruction (ACLR) surgery. This thesis addresses these knowledge gaps through measuring and describing: (a) the structural profile (i.e. geometrical shapes) of knee bones (i.e. femur, tibia, and patella), and (b) the knee biomechanical profiles at the tibiofemoral (TF) and patellofemoral (PF) joints in athletic populations and individuals following ACLR surgery. The methodology employed precise measurement of patellofemoral and tibiofemoral joint kinematics (i.e. 6-degree-of-freedom motion) and arthrokinematics (i.e. condylar motion, location of TFJ center of rotation, and the location of the contact centers) parameters, during activities of daily living (i.e. level walking, downhill walking, and stair ascent). Advanced statistical-shape-modeling approaches were utilized, alongside linear measurements, to detect morphological differences. Four knee groups were analyzed: intact knees of athletes (HKA), intact knees of non-athletes (HKS), ACL reconstructed knees of athletes (ACLR), and their contralateral knees (Contra), through six comprehensive comparisons. The methodology includes a) one comparison between athlete and non-athlete knees [i.e. HKA vs control group (HKS)] to explore the structural & biomechanical profiles of the athletic knees, along with b) five comparisons to explore the structural & biomechanical profiles of the reconstructed knees [i.e. ACLR vs its control groups (Contra, HKA, and HKS)] and their contralateral knees [i.e. Contra vs its control groups (HKA and HKS)]. The morphological findings revealed distinct patterns of bone remodeling (i.e. bone shape changes) across knee bones, characterized by coordinated changes. ACLR knees exhibited ovoid femoral condyles, narrower intercondylar notches, increased distal sulcus angle, along with posteromedial tibial enlargement and greater patellar convexity. Contralateral knees displaying intermediate morphological changes that challenge the conventional use of the uninjured limb as a control reference. Healthy athletic knees demonstrated distinct morphological adaptations, including wider intercondylar notches and modified plateau slopes. Our comprehensive morphological assessment reveals remarkable plasticity of the knee joint complex, highlighting crucial implications for surgical planning, rehabilitation protocols, and long-term joint health management. The biomechanical findings, utilizing mobile biplane X-ray imaging system, revealed deviations from normal knee joints’ kinematics and arthrokinematics. Specifically, both ACLR and contralateral knees exhibited enhanced anterior patellar translation, greater patellar extension, persistent medial tibial shift, and increased anterior tibial translation. ACLR knees showed reduced tibial internal rotation along with "quadriceps avoidance" gait patterns, characterized by minimal flexion range changes. Condylar motion analysis reveals posterior displacement of the medial femoral condyle and a deficit in the natural femoral rollback mechanism in ACLR knees, while both ACLR and contralateral knees display reduced medial-lateral range of motion. Healthy athletic knees exhibit elevated lateral tibial shifts, superior patellar translation, and posterior condylar shifts. The center of rotation of the TFJ shifts posteriorly in ACLR, contralateral and athletic knees. Contact kinematics analysis shows that athletic populations demonstrate more lateral and superior femoral contact (in the medial compartment) while both ACLR and contralateral knees show greater medially-directed shift of femoral contact location (in the lateral compartment). Task-specific strategies during ramp descent and stair ascent revealed different kinematic patterns than level walking, emphasizing limitations of relying solely on level walking assessments in post-ACLR evaluations. These findings underscore the complex association between surgical intervention, athletic training, and joint mechanical adaptation, necessitating comprehensive rehabilitation accounting for TFJ and PFJ mechanics, bilateral adaptations, and task-specific demands. This PhD research provides insights into detection, diagnosis, and management of prevalent knee problems while serving as a foundation for future investigations into knee joint function and adaptation mechanisms.31 0Item Restricted The Use of Automated Code Review in Security-Focused Software Projects(Saudi Digital Library, 2024) Alsaqer, Ali Abdullah; Ramachandran, GowriThis research into automated and manual code checking in security and non-security projects sough to understand the level of usage of each form of code checking processes using a sample of repositories in GitHub. The role of automated tools in security-focused projects versus non-by security ones has not been fully explored. Evaluating the use of both automated and manual code checking in a sample of GitHub repositories found a domination of automated code checking tools in security projects compared to a low use in non-security projects. Security issues identified in non-security projects tended to be ignored. It takes longer for the issues that have been identified in non-security projects to be addressed the fast response times for security projects indicate that developers are seeing to respond faster to identified issues and therefore automated code reviews can provide the rapid and immediate identification of issues. This is seen as to the reason why automated code checking has been adopted more rapidly for security projects than for non-security projects.30 0Item Restricted Developing Entrepreneurial Universities: The Use of External Knowledge(Saudi Digital Library, 2024) Alsaloum, Manal; Nakandala, DilupaThe entrepreneurial university concept involves redefining the traditional roles of universities beyond teaching and research to adopt the third mission, taking on an entrepreneurial role. Building an entrepreneurial university is a lengthy and complex process. No clear pathway has been identified for universities to be more entrepreneurial (Morrison et al., 2019). As universities seek to develop entrepreneurial capabilities, the need to effectively integrate and leverage external knowledge has become increasingly evident, highlighting a significant gap in the current literature on entrepreneurial universities. Absorptive capacity plays an important role in this context as it refers to an organisation's ability to acquire new external knowledge, assimilate it, transform it and exploit it effectively. Based on the absorptive capacity concept theory. This study will explore how universities develop entrepreneurial capabilities through external knowledge and investigate factors influencing academic entrepreneurial intentions. This study investigates Saudi Arabian universities. A number of Saudi universities are currently in a transition phase as they develop their entrepreneurial capabilities. The present study extends the knowledge of the absorptive capacity concept's utility in the context of higher education. The study creates insights into the process involved in developing entrepreneurial universities in a Saudi Arabian context. The findings of this study provide valuable insights into how university management can encourage academic entrepreneurial intention at their institutions. The findings of this study will be important to the senior management of universities, as well as policymakers in supporting universities towards achieving their third mission of developing entrepreneurial capabilities.9 0Item Restricted Applying Systems Analysis and Decision Support for Improving Feedback Processes in Computing Disciplines(Saudi Digital Library, 2025) Aloufi, Hanin; Edouard, Amouroux; James, HarlandSystems are interconnected processes that facilitate and support any work environment, in addition to serving stakeholder and helping them make appropriate decisions. Developing such systems requires improving the processes by analysing their components, identifying strengths and weaknesses with the involvement of stakeholders, and then regulating them. This approach is known in information systems research as systems analysis, development, and design. This study applied this aspect in higher education system, specifically within computer science specialisations. We focused on one of the most important processes in the educational system: the feedback process. Systems in higher education consist of interconnected processes to support students' academic and professional improvement. It also helps and supports making appropriate decisions that serve the educational process's interest. Feedback is one of the essential processes in that system because it plays a crucial role in student learning, fostering more profound understanding and knowledge and promoting meta-cognition. It is vital to ensure that feedback processes adapt to the continuously changing teaching environment to benefit students. Due to the dual nature of computing education, combining theoretical knowledge and practical skill development, feedback in this discipline is especially important. In addition, computing education requires students to engage in open-ended problem-solving, debugging, and iterative development, demanding feedback beyond simple error correction. Previous studies have investigated feedback processes in different disciplines and focused on how educators provide feedback, format it, and how students use it. Moreover, these studies focus on improving engagement and effectiveness, but research on feedback in computing education remains limited, particularly from the perspective of computing educators. Furthermore, these studies usually focus on a limited part of the feedback process; they do not combine educators' and students' perspectives and often do not take into account the whole learning environment. In particular, the feedback process does not consider the computing students' backgrounds, such as students' backgrounds (level of education, industry experience, etc.), students who come from different cultures, etc. Addressing these gaps is essential for developing more effective feedback processes tailored to computing education. This thesis aims to enhance feedback processes in computing education by analyzing and improving the feedback system. Strengthening these processes will support stakeholders in making appropriate and informed decisions. The rapid evolution of the computing field requires feedback approaches that adapt to new technologies and industry trends. One important factor we investigate in the feedback process is the differences in learning environments, identifying how they influence their effectiveness, particularly from the perspectives of educators and students regarding feedback methods. This study examines how different teaching and learning strategies impact feedback methods and identifies key factors contributing to high-quality feedback. Furthermore, this study aims to propose guidelines for novice computing educators, especially those without prior experience, to help them provide quality feedback while considering different situations. These guidelines are developed based on insights from experienced computing educators and computing students to improve the feedback process and support student learning after understanding all possible influencing factors. This study's comparative approach is a significant contribution, as it examines feedback processes at two universities from different countries and cultures. Institutional policies, learning environments, and cultural factors shape the effectiveness of feedback. For instance, at Jeddah University, computer science courses are taught in English to Arabic-speaking students, potentially affecting their engagement and comprehension of feedback, whereas RMIT students are either native speakers or have a certified command of English. Considering such linguistic and contextual factors, this research provides a culturally independent perspective on feedback in computing education. The findings will contribute to developing practical recommendations to improve feedback strategies in diverse educational environments. To achieve these aims, we selected two distinct universities, Jeddah University in Saudi Arabia and RMIT University in Australia. Beyond the cultural differences, these universities also represent different learning environments, including variations in policies and structures. We conducted semi-structured interviews with computing educators from both institutions to explore their perspectives and preferences regarding five main feedback methods: adding feedback directly in the submission file, adding feedback within the rubric, recording videos for feedback, recording audio for feedback and providing feedback through scheduled feedback sessions of various types (group/individual, online/face-to-face). Moreover, we surveyed computing students from the both universities, asking them the same questions posed to educators. This comparison helped us identify similarities and differences between students' and educators' perspectives, ultimately aiding in developing improved feedback process guidelines that account for both groups' needs, preferences, and perspectives. After our analysis, we identified educators' perspectives and factors influencing them. We examined computing educators' estimates of the time required to provide effective feedback to their students. Regarding computing students, we investigated the factors affecting their feedback preferences. Based on previous literature, we developed 16 hypotheses: eight related to feedback methods in general and eight specific to feedback sessions. Jeddah University accepted five general feedback method hypotheses, all eight related to feedback sessions. RMIT University accepted six hypotheses concerning general feedback methods, and two hypotheses were related to feedback sessions. Then, we compared and analysed both cohorts of computing students and computing educators. First, we examined Jeddah University's cohorts, and then we compared RMIT University's cohorts. Lastly, we conducted a general comparison between the computing students and educators from both universities to develop culturally independent guidelines. We formalise three sets of guidelines to help and support computing educators, especially novice ones, to deiced the better and more efficient feedback to their students. Then we provided recommendations for applying these guidelines by integrating and adopting tools within learning management systems (LMS). This approach aims to enhance feedback processes and assist computing educators in making more effective decisions.21 0Item Restricted Intelligent Data-Driven Models for Accurate Multi-factors Prediction of Carbon Credit Prices(Saudi Digital Library, 2025) Alshatri, Najlaa saad; Ghannam, SafaaThis thesis addresses the challenge of accurately predicting carbon credit prices, which are non-linear, non-stationary, and influenced by multiple correlated external factors such as energy prices, environmental indicators, and economic conditions. Accurate pricing is vital for transparency and effectiveness in carbon markets. A systematic literature review identified research gaps, leading to the development of a Carbon Credit Multi-Factor Prediction (CCMFP) model integrating factor identification and optimized prediction algorithms. The proposed Carbon Credit Multi-Factor Identification (CCMFI) model combines random forest regression with explainable AI to identify the most influential factors among 22 external variables. Feature reduction and extraction techniques, independent component analysis (ICA), nonlinear ICA (NLICA), and principal component analysis (PCA), were then applied, with extracted components used as inputs to SVR and MLP models. Using daily Australian Carbon Credit Units (ACCUs) prices as a case study, experiments evaluated the impact of different factor sets on prediction accuracy. The models achieved an R2 of over 97%, with optimal performance from factors including environmental technology patents, CO2 emissions, renewable energy adoption, global carbon allowances, coal and crude oil prices. These findings enhance market confidence, reduce financial risks, and support global climate change mitigation through effective carbon credit utilization.24 0Item Restricted The experiences of caregivers who utilise respite care services for people with mental illness: A phenomenological exploration(Saudi Digital Library, 2024) Almoaber, Zahra Hassan; Moxham, Lorna; Patterson, Christopher; Curtis, LizBackground: In recent years, there has been a growing focus on caregiving for individuals with a mental illness (MI), particularly concerning the profound impact this role has on caregivers. Research highlights the essential function of respite care services, which play a critical role in alleviating the significant burden many caregivers face. By providing temporary relief from their demanding responsibilities, these services help to reduce stress and offer invaluable peace of mind, ensuring that those receiving care remain safe and well-supported during the caregiver's absence. Despite the increasing recognition of the need for respite care, much of the existing research has predominantly centred on caregivers of individuals with dementia, as well as those caring for individuals with physical or intellectual disabilities. A thorough review of the literature identified a substantial gap in understanding the unique experiences and challenges encountered by caregivers of individuals with mental illness, in relation to utilising respite care. Only a limited number of studies have examined the specific needs and actual experiences of these caregivers, underscoring a crucial area that requires further exploration and support. Aim: This study investigates the experiences of respite care among informal caregivers who provide care for individuals with mental illness. Research Design Methodology: This study used a qualitative methodological approach to investigate the experiences of caregivers of individuals with mental illness while utilising respite care; an interpretative phenomenological approach was conducted in the study to inform the philosophy of the study. Method: A purposive sample of caregivers of individuals with mental illness who utilise respite care (N=14) contributed narrative data through individual in-depth semi-structured face-to-face interviews. The transcripts of these interviews were analysed using van Manen's (2014) approach to data analysis. This process allowed for the identification of elements, themes, and an essence of meaning resulting from the participants' narratives. Findings: Through an analysis of the participants’ narratives, eight elements were identified, resulting in the development of four themes and the essence of meaning. The identified themes include 1) Feeling overwhelmed, 2) The process of obtaining respite, 3) Facility suitability, and 4) The need to keep going. The essence of meaning is summarised as “Constant Caring is Constant.” Discussion: This PhD thesis presents an in-depth analysis of the findings, supplemented by a comprehensive exploration based on an established theoretical perspective of the stress process model. The discussion elucidates the contextual and conceptual aspects of the experiences of caregivers for individuals with mental illness who engage in respite care. Caregivers consistently provide support and assistance to individuals with mental illness, a commitment that often leads to significant stress. Many caregivers encounter considerable challenges in locating appropriate respite services, yet they recognise the importance of persevering in their roles to ensure continued care for those they support. Conclusion and Implications for Practice: Findings from this thesis is vital for the effective provision of respite care. Research indicates that caregivers can significantly benefit from respite services, leading to improvements in both their mental and physical health, as well as an enhanced quality of life. However, there is an urgent need to enhance the delivery of these services. To address the need, service providers should focus on improving communication with caregivers, offering flexible scheduling options, and tailoring services to meet the specific needs of each individual caregiver. Furthermore, it is essential to prioritise training and education for respite care workers, particularly in the areas of managing challenging caregiving situations and providing emotional support to caregivers. Increasing awareness of respite care services is also a crucial consideration. Collaborative campaigns with healthcare providers and community organisations can effectively educate caregivers about the various options available to them. Keywords: caregivers of individuals with mental illness; lived experience; respite care phenomenology; Max van Manen.40 0Item Restricted Cultural representation in Evolve 1: A critical multimodal study.(Saudi Digital Library, 2025) Asiri, Yahya; García Marrugo, AlexandraThis research investigates the cultural representation in Evolve 1, an English as a Foreign Language (EFL) textbook designed for learners in the Middle East and North Africa (MENA) region. While a plethora of studies have explored culture in EFL textbooks, few have adopted both multimodal semiotic and mixed-method approaches. This study analyzes cultural representation both linguistically and visually, combining quantitative measures with qualitative semiotic analysis to provide a more comprehensive understanding of how culture is represented in Evolve 1. The analysis draws on corpus-based methods for linguistic data and applies van Leeuwen’s (2008) social actor representation frameworks (for both visual and linguistic representation) alongside Martin and Rose’s (2007, 2008) tools for analyzing tenor, field, and genre. The study seeks to answer two central questions: (1) Who is represented in the Evolve 1 textbook? and (2) How are they represented? Findings show that although visual representation appears balanced quantitatively, closer analysis reveals the dominance of certain subgroups within cultural categories. Key disparities emerge in gender roles, family structures, and visual strategies across cultures. Notably, representations of MENA cultures tend to be dynamic and internally diverse, challenging simplistic or monolithic portrayals. This study contributes to ongoing efforts to ensure equitable and culturally sensitive representations in global EFL materials. References: van Leeuwen, T. (2008). Discourse and Practice: New Tools for Critical Analysis (1st ed.). Oxford University Press. https://doi.org/10.1093/acprof:oso/9780195323306.001.0001 Martin, J. R., & Rose, D. (2008). Genre relations : mapping culture. Equinox Pub. Martin, J. R., & Rose, D. (2007). Working with discourse : meaning beyond the clause (2nd ed.). Continuum.22 0Item Restricted Nurses’ Competency in the Provision of Diabetes Self-Management Education to Hospitalised Patients in Saudi Arabia(Saudi Digital Library, 2025) Algharash, Hassan; Lynette, Cusack; Rebecca, MuntDiabetes is a significant chronic condition, and one of the ten most common causes of mortality globally. The population of Saudi Arabia has a high rate of diabetes, placing an enormous burden on the healthcare system. Therefore, when the Saudi Arabian government launched the 2030 Vision, one of the main components was to improve the quality of life of people with diabetes. People with diabetes need to self-manage their chronic condition by maintaining their blood glucose levels within a target range to reduce the risk of developing diabetes-related complications. Therefore, it is essential that they receive diabetes self- management education. Nurses in acute care settings, such as medical and surgical wards, are in a position to provide opportunistic diabetes self-management education to inpatients with diabetes. Specialist diabetes educators are not available to inpatients in many hospitals within Saudi Arabia. Therefore, nurses in hospitals must be competent in both diabetes management and patient education to enhance patients’ quality of life. The aim of this study was to understand the attitudes, knowledge and skills of nurses working in Saudi Arabian Ministry of Health hospitals to undertake diabetes self-management education for inpatients, and the facilitators and/or barriers to providing diabetes self- management education to inpatients. The competency in delivering health and patient education framework was employed to guide the study. This framework brings together nurses’ knowledge, skills and attitudes in both their management of diabetes and in delivering patient education. A sequential explanatory mixed- methods design was utilised where quantitative data were collected and analysed first, informing the qualitative data collection and analysis. In the first phase, a paper-based questionnaire was distributed to nurses working in medical and surgical wards in four Saudi Arabian hospitals, attracting 157 responses. The data were analysed using descriptive statistics and multiple linear regression. In the second phase, 12 nurses participated in semi- structured interviews. The qualitative data were analysed using inductive content analysis. The results from both phases were then integrated using a joint display approach. The survey results focused on diabetes management revealed that nurse respondents have outdated knowledge and skills. However, nurse respondents indicated they felt confident and had a positive attitude towards managing inpatients with diabetes. The study also found nurse respondents had a good understanding of and a positive attitude towards inpatient education. In the qualitative phase three main categories were identified: 1) barriers to providing inpatient education, 2) barriers to acquiring diabetes management knowledge, and 3) enablers of providing diabetes self-management education. Data integration highlighted that there are significant environmental factors that are barriers to nurses providing diabetes self-management education to inpatients, such as lack of access to continuing professional development, limited time, an absence of higher management support and lack of patient education resources. To ensure nursing care aligns with the 2030 Vision, nursing leaders must be proactive to address the suboptimal diabetes knowledge and skills, and the environmental barriers to providing effective patient education. Without addressing the current barriers, the quality of care of patients with diabetes will continue to be compromised.33 0Item Embargo Design and synthesis of novel antibacterial peptoids(Saudi Digital Library, 2025) Bahatheg, Ghayah Ali; kumari, Naresh; Black, David StC; Kuppusamy, RajeshOne of the current global challenges is tackling antibacterial multidrug resistance. The defense mechanisms of pathogenic bacteria and biofilm formation have significantly reduced the efficacy of conventional antibiotics. Though antimicrobial peptides (AMPs) have emerged as promising alternatives due to their unique mode of action, their clinical application is limited by issues such as toxicity and high production costs. To overcome these limitations, this project focused on designing and evaluating antibacterial peptidomimetics, specifically oligo-N-substituted glycine’s (peptoids) with amphiphilic structures. In Chapter 2, a series of antibacterial cationic naphthyl-phenyl or naphthyl-indole-based peptoids were synthesized. Compounds 20a and 22 demonstrated the strongest antibacterial activity against 12 S. aureus strains with MIC of 3.2 µg mL−1 and 2.1 µg mL−1, respectively - compared to ciprofloxacin with MIC of 128-256 µg mL−1. Against E. coli, Compounds 12c and 13c were the most active peptoids (MIC = 12 µg mL−1). In Chapter 3, the dimeric amino and guanidino peptoids were synthesized using aromatic moieties to enhance the activity. Amongst these, peptoid 10j showed excellent activity against S. aureus and E. coli with MIC values of 0.8 μg mL−1 and 6.2 μg mL−1, respectively. Also, compounds 10c and 10k were the best peptoids for disrupting S. aureus biofilm. In Chapter 4, a series of substituted phenyl dimeric peptoids was designed by introducing various functional groups to modulate activity. Peptoids 11h and 11i emerged as the most potent, with MICs ranging from 0.75 to 2.6 μg mL−1 against S. aureus and 6.0 to 10.9 μg mL−1 against E. coli. Notably, peptoid 11f showed the highest biofilm-disrupting activity. In the final chapter, peptoids 9j (from Chapter 3) and 10i (from Chapter 4) were subjected to guanidine modifications, generating a library of 30 substituted guanidino peptoids. The majority of these peptoids displayed excellent activity against S. aureus, with MIC values ranging from 1 to 8 μg mL−1, and showed consistent efficacy against E. coli, with average MICs between 4 and 8 μg mL−1. Peptoid 19b stood out as the most effective biofilm disruptor. Throughout the project, the investigation into the mechanism of action revealed that the antibacterial effect might be attributed to the disruption of bacterial cell membranes. Additionally, hemolytic assays confirmed that the most active peptoids were non-toxic to mammalian red blood cells ( HC₅₀ = 25 - 50 μM).17 0