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ზმნის უღლების სისტემის სწავლება ენათა ევროპული ჩარჩოს შესაბამისად (I სერია, აწმყოს წრე)
No full textInterest in Georgian as a foreign language has become especially prominent in this century. Of course, there was interest in learning this unique language earlier as well. That’s why there were textbooks published for learning Georgian. However, it has only been in the past couple of decades that many foreigners have become interested in speaking Georgian.
This approach differs from the format of learning Georgian as a second language.
Recently, several textbooks have been published. Creating a textbook—especially one for the Georgian language—is a massive undertaking. There are many textbooks for learning foreign languages that are already tested and result-oriented. With internet access, discovering innovations and new approaches, and keeping up with the global pace, is no longer a challenge. Approaches to learning foreign languages—the paths of teaching, the methods used, strategies, and techniques—can in some ways be applied, but it is essential to consider the structure of the Georgian language and a methodical framework. Otherwise, the results will be unattainable.
Whether a textbook proves successful is determined by its users. This success is measured over years and by the number of editions published. Furthermore, the Georgian language and Georgia—by territory and sphere of use—do not occupy a large place on the global stage.
A general description of Georgian language proficiency levels is as follows:“The general description of Georgian language proficiency levels includes a set of criteria used to define proficiency in Georgian according to the corresponding levels of listening, reading, speaking, and writing. The document is based on the Common European Framework of Reference for Languages (CEFR) and its six-level system – A1, A2, B1, B2, C1, C2. The goal of the document is to implement a unified and standardized system for learning, teaching, and assessing the Georgian language. This general description of proficiency levels is mandatory in all cases of Georgian language learning, teaching, and assessment as defined by legislation.”
This official document is very promising; it now serves as a foundation for using indicators and evidence when assessing Georgian language skills. Through it, it is possible to determine the alignment of materials, textbooks, and learning outcomes with language proficiency levels.
The most important aspects of a textbook are: defining its specific purpose, outlining the teaching path, organizing content logically, structuring each topic clearly, ensuring methodological consistency, following a strategy from simple to complex, organizing vocabulary purposefully, and so on.
Currently, the subject of our research is the scope of verb usage. Accessibility, comprehension of content, perception of the situation, and purposeful response are conceptually understandable and achievable. Every language uses its own structure to express this—which is natural. That the verb is the backbone of Georgian grammar is undisputed. By the way, many other languages\u27 grammars emphasize the same action, but Georgian has no equal in this regard.ქართულის, როგორც უცხო ენისადმი ინტერესი ამ საუკუნიდან განსაკუთრებით აღინიშნება. რა თქმა უნდა, ადრეც იყო ინტერესი ამ განსაკუთრებული ენის შესწავლისა. ამიტომაც იყო ქართლი ენის შესასწავლი სახელმძღვანელოები გამოცემული. სულ ორიოდე დეკადაა, რაც ქართულ ენაზე საუბრით ბევრი უცხოელი დაინტერესდა. ეს მიდგომა განსხვავდება ქართულის, როგორც მეორე ენის შესასწავლი ფორმატისგან.
ამ ბოლო პერიოდში რამდენიმე სახელმძღვანელო დაიბეჭდა. უდიდესი შრომაა
სახელმძღვანელოს შექმნა, თან ქართული ენისა. უცხო ენის შესასწავლი სახელმძღვანელოები მრავალია, უკვე გამოცდილი და შედეგზე ორიენტირებული. ინტერნეტსაშუალებებით ყველა სიახლისა და ახალი მიდგომების აღმოჩენა, მსოფლიო რიტმისთვის ფეხის აწყობა, აღარაა პრობლემა. უცხო ენის შესასწავლი მიდგომები, სწავლების გზა, გამოყენებული მეთოდები, სტრატეგიები, ხერხები, შესაძლებელია, რაღაც კუთხით გამოყენებული იყოს, მაგრამ აუცილებელია, გათვალისწინებული იყოს ქართული ენის სტრუქტურა, გათვალისწინებული იყოს მეთოდური ბადე. სხვა შემთხვევაში, შედეგი მიუღწეველი იქნება. სახელმძღვანელომ გაამართლა თუ არა, ამას მომხმარებელი ადგენს, ეს წარმატება წლებითა და წიგნის გამოცემის რაოდენობით იზომება, თან ქართული ენა და საქართველო ტერიტორიითა და გამოყენების ველით, მსოფლიო მასშტაბის არენაზე არაა დიდი.
ქართული ენის ფლობის დონეების ზოგადი აღწერილობაა:„ ქართული ენის ფლობის დონეების ზოგადი აღწერილობა მოიცავს იმ კრიტერიუმთა ერთობლიობას, რომლითაც განისაზღვრება ქართული ენის ფლობა მოსმენის, კითხვის, მეტყველებისა და წერის შესაბამისი დონის მიხედვით. დოკუმენტი შესრულებულია ენათა სწავლის, სწავლებისა და შეფასების
რეკომენდაციათა საერთო ევროპული ჩარჩოს CEFR ექვსდონიანი სისტემის − A1, A2, B1, B2, C1, C 2 −საფუძველზე. დოკუმენტის მიზანია, ქართული ენის სწავლის, სწავლებისა და შეფასების ერთიანი, უნიფიცირებული სისტემის დანერგვა. ქართული ენის ფლობის დონეების ზოგადი აღწერილობა სავალდებულოა ქართული ენის სწავლის, სწავლებისა და შეფასების კანონმდებლობით განსაზღვრულ ყველა შემთხვევაში“. ეს ოფიციალური დოკუმენტი დიდ იმედს იძლევა; ის ახლა უკვე ქართული ენის შეფასებისას ინდიკატორებისა და მტკიცებულებების საყრდენია; მისი საშუალებით შესაძლებელია მასალების, სახელმძღვანელოების, სწავლის შედეგების შესაბამისობის დადგენა ენის ფლობის დონეებთან.
მთავარია, სახელმძღვანელოს კონკრეტული მიზნის განსაზღვრა; სწავლების გზის ასახვა; ლოგიკურად დალაგება; თითოეული საკითხის სტრუქტურულად გაწერა; მეთოდური ბმის უზრუნველყოფა; მარტივიდან რთულისკენ სტრატეგიის დაცვა, ლექსიკის მიზნობრივად დალაგება და ა.შ.
ამჯერად, ჩვენი საკვლევი თემაა ზმნის გამოყენების არეალი. მისაწვდომობა, შინაარსის გაგება, სიტუაციის აღქმა, მიზნობრივი უკუგება შინაარსობრივად გასაგებია და მიღწევადია. ამაში კი ყველა ენა თავის კონსტრუქციას იყენებს, რაც ბუნებრივია. ქართულში რომ ზმნა არის ჩვენი გრამატიკის ხერხემალი, ამაზე სადავო არაფერია. სხვათშორის, სხვა ენათა გრამატიკების მნიშვნელოვანი ნაწილი იმავე ქმედებას იმეორებს, მაგრამ ქართულს ამ მხრივ ბადალი არ ჰყავს
დროის ცნება კურტ ვონეგუტის რომანში ,,სასაკლაო 5"
No full textKurt Vonnegut\u27s seminal work "Slaughterhouse-Five" (1969) presents a radical reimagining of temporal experience through its protagonist Billy Pilgrim, who becomes "unstuck in time." This study examines how Vonnegut\u27s non-linear narrative structure and the Tralfamadorian concept of simultaneous time serve as both literary devices and philosophical frameworks for exploring trauma, determinism, and the human experience of warfare. The novel\u27s fragmentary chronology mirrors the psychological impact of PTSD while simultaneously challenging conventional Western notions of free will and temporal progression. Through the juxtaposition of Billy\u27s time-traveling experiences with the devastating reality of the Dresden bombing, Vonnegut creates a complex meditation on mortality and memory. The Tralfamadorian perspective, which views all moments as existing simultaneously, functions as both an escape from and a confrontation with the horrors of war, suggesting that temporal displacement may serve as either a coping mechanism or a form of moral abdication.
The Tralfamadorian perspective on time is equally complex. These aliens see all moments of time simultaneously, like "a stretch of the Rocky Mountains," rather than as a linear progression. This view suggests several philosophical implications: 1. The question of free will - if all moments exist simultaneously and permanently, are our choices meaningful? 2. The nature of death - to Tralfamadorians, no one ever dies, they just exist in different moments, which offers both comfort and a kind of existential paralysis 3. The moral implications - does seeing all time at once absolve us of responsibility, or does it make us more responsible since we can see all consequences?
Vonnegut uses this alien perspective to comment on how humans deal with incomprehensible tragedy. By presenting the firebombing of Dresden alongside moments of peace and banality, he shows how the human mind tries to make sense of senseless violence by fragmenting and reorganizing time.
Vonnegut was present during the bombing of Dresden on February 13, 1945, surviving by taking shelter in an underground meat locker known as Slaughterhouse-Five. This experience haunted him for decades, and his struggle to write about it directly informs the novel\u27s structure. Just as Billy Pilgrim jumps through time, Vonnegut himself took over two decades to find a way to write about Dresden, making multiple failed attempts before finally succeeding with this fractured, semi-autobiographical approach. The author\u27s own trauma manifests in several key ways: The meta-narrative framing where Vonnegut appears as himself in Chapter 1, struggling to write the book, reflects his real difficulty in confronting these memories. When he tells his war buddy\u27s wife that his book won\u27t glorify war, it\u27s both a character speaking and Vonnegut\u27s direct statement of purpose.
The repetition of "So it goes" after every death mirrors Vonnegut\u27s own necessary emotional detachment. As a survivor who had to help collect and burn bodies after the bombing, he developed this philosophical distance as a survival mechanism. The Tralfamadorians\u27 view of death becomes a way to process what he witnessed - if all moments exist forever, then perhaps the horror of Dresden can be balanced against moments of peace and joy. Billy Pilgrim\u27s optimistic insanity (or possible wisdom) represents another aspect of Vonnegut\u27s coping mechanism. By creating a character who escapes into science fiction fantasies, Vonnegut acknowledges both the appeal and the potential danger of using imagination to cope with trauma. The alien abduction story can be read as either a mental breakdown or a transcendent understanding of time - Vonnegut leaves this deliberately ambiguous, just as survivors often struggle to make definitive sense of their experiences.
Most crucially, the book\u27s non-linear structure reflects how trauma survivors actually experience memory. Vonnegut\u27s famous quote that "All this happened, more or less" acknowledges both the truth of his experience and the impossibility of telling it in a straightforward way. The past isn\u27t really past for trauma survivors - it keeps erupting into the present, just as it does for Billy Pilgrim.
The intersection of Vonnegut\u27s anti-war message and his portrayal of traumatic time creates one of the novel\u27s most powerful philosophical arguments. By fracturing time, he forces readers to confront war\u27s lasting impact rather than treating it as a contained historical event
ენა, კულტურა და ანთროპოცენტრული პარადიგმა
No full textCurrent state-of-the-art of human science, on one hand and objective conditions of the changed world, on the other, inevitably require reinterpretation of both well-known and currently topical problems, that is why a sharp increase of interest in such directions forming a part of anthropocentric paradigm, as ethnopsycholinguistics, linguoculturology, cognitive linguistics, speech act theory, intercultural communication etc. is no accident. Discussion of language as a cultural code of a nation, and not only as an instrument of communication and cognition has become one of the top-priority directions of linguistics, since thanks to language we can access not only the world of modern consciousness of a nation, but reveal visions of the world, society and even a human, deposited in its deep layers. As is known, one can still find in the language material the echoes of the past epochs which survive centuries. In other words, language is a main source, by means of which a human recognizes the major part of information about the world. Since a human is living in the world of concepts created by him for intellectual, spiritual and social needs, in which subjects and things are less important compared to them, the human’s success in the society depends on how proficient he is in a speech, at that not so much from the viewpoint of speech culture, as the ability of penetration deep into language secrets. The idea of language anthropocentrism has become generally accepted nowadays and language factor has a great importance in formation of visions of human. On of the fundamental postulates of a new paradigm is L. Wittgenstein’s thesis: “The world is a unity of facts and not things”. Language has been gradually reoriented on facts, phenomena, while a native-speaker’s personality (“linguistic persona” according to I.N. Karaulov’s terminology) has become the focus of interest, subject designing methods have changed, the approach to selection of general principles and methods of study itself has underwent transformation; several competitive meta-languages of linguistic description have appeared and as V.A. Maslova mentions: “Formation of anthropocentric paradigm lead us to a turn of linguistic problematics to human and its place in culture, since a linguistic persona with its entire diversity became a focus of attention of culture and cultural traditions. Self – physical, self – social, self – intellectual, self – emotional, self – speaking and thinking… Influence on any substance of the personality makes it possible to have an effect on any other side of the addressee’s personality. Thus, a linguistic persona enters into communication as a person with many aspects, and it corresponds to strategies and tactics of speech communication, social and psychological roles of communicants, and cultural importance of information included in communication” (1, p. 15).
Bringing of a human to the fore by anthropocentric paradigm at the same time is based on recognition of language as a main designing characteristic of a human. While entrenching in all thinking processes, the language creates new mental spaces and brings a human beyond the direct observation. Language expresses the train of human thought, creates possible worlds, imprints in itself the thought dynamics and ways of its presenting by verbal means.
 
არაბულ-სპარსული წარმოშობის მცენარეთა სახელები სულხან-საბა ორბელიანის „ლექსიკონი ქართულის“ მიხედვით (8)
No full textThere is a vocabulary of oriental origin, the plant names that are sorted by the author, next to the word according to species (tree, grass, flowers) in Sulkhan-Saba Orbeliani’s "Georgian Vocabulary".
As with other lexical units, Sulkhan-Saba points to the origin of different plants (Persian, Arabian, Tatar, not Georgian, other language, etc.), some are left without reference and the author considers them as a Georgian word.
The aim of the work is to identify the names of Arab-Persian origin plants in Sulkhan-Saba Orbeliani’s "Georgian Vocabulary", to indicate their etymological origin and ways of settlement in Georgian language. This paper is the last, eighth part of our study. The names of plants beginning with the letters of the Georgian alphabet “sh - h”, which are confirmed by the Eastern, in particular, Arabic-Persian etymology.
In this regard we will study Georgian-Eastern linguistic relations. All lexical items will be checked in the etymological dictionaries of the respective languages and dialects, we will determine and use the phonetic regularities that are bases of the phonetic conclusions of the vowels and consonants between the words of the unrelated languages
არაბული ენის როლი ჩრდილოეთ კავკასიის ენებისათვის ე.წ. ,,აჯამური“ დამწერლობებისა და ორიგინალური სამწერლობო ტრადიციის ჩამოყალიბებაში
No full textThe events that took place in X-XV in North-eastern Caucasus resulted in the transformation of Islamized society of Dagestan. Arabic became the language of religion. Arabic enabled a newly Muslimized non-Arabic people to become part of common Islamic culture. Arabic became a prestigious language, as the religious language of winners. Arabic culture and Arabic literature were more widely and more quickly spread than the military-political power of Arabs.
In XV-XVII centuries after dissemination of the Arabic language by Seljuks, Mongols and Muslim missioners, Arabic became the religious language not only in Dagestan but also almost in the whole territory of Northern Caucasus.
At the end of XVI the Ottoman Empire gained the influence over the southern-eastern region of Dagestan. Subsequently, the culture of local Dagestani people had undergone significant changes: the Arabic literary tradition, which in the previous few centuries, the played a leading role in literary culture in the history of Dagestan, took second place and in some regions it started to lose its monopolistic nature.
For a certain period (XV-XVI cc) the influence of Turkish and Persian languages strengthened on literary, state-administrative and scientific fields, especially by the end of XVI and at the beginning of XVII century. Up to the 30-s of the XX century Turkish languages used to be the means of communication between the ethnic groups: namely, Kumyk language (a Turkish language from Kipchak subgroup) was used in north-eastern regions as Lingua franca; and Azerbaijani – for South Dagestan and Transcaucasian regions.
By the first quarter of the XVIII century the Caspian region of the North Caucasus and a part of Iran were officially included in the state borders of Russia (in particular, we are talking about a narrow territory of the Caspian region). The leaders of the Ottoman Empire continued efforts to establish on the territory of Chechnya and Ingushetia.
In 1834 the “Caucasus Imamate” was established by the imams in Dagestan and Chechnya during the early and middle of the 19 th century in the Northern Caucasus, to fight against the Russian Empire during the Caucasian War, where Russia sought to conquer the Caucasus in order to secure communications with its new territories south of the mountains. This events were directly related to the fact that by the end of XVIII century and at the beginning of the XIX century in Northern Caucasus (especially in Dagestan, Chechnya, Ingushetia, Kabarbo and partly Cherkasy) the social positions of the Arabic language became stronger.
It is important to notice that among almost 800 original Arabic-script compositions that are kept in Dagestani Manuscript funds, the majority of work belong to philological sciences. All of them were written within XV-XX centuries. They are mainly, the famous Arabic language textbooks. The number of those textbooks exceeds to the number of texts created on and about Koran.
The role of the Arabic language and literature in the process of formation of literary traditions was great in Dagestan due to the fact that the local North Caucasian (Dagestan) so called “Ajam” alphabet was originated from the Arabic script. Since the VIII-X century the Arabic graphic was disseminated in the North Caucasus and gradually it merged with the sound system of the local languages.
Since the XV century onwards until the 20-s of the XX century there was an ongoing process of copying the original literature with the help of “Ajam” script. The process became intensive at the eve of XVIII-XIX centuries after the “Ajam” alphabet was re-analyzed once again, however literary bilingualism in Dagetsan lasted for a longer time. It is noteworthy that the same period could be considered to be somehow the “renaissance” of local Dagestani literature written in Arabic scripts. The role of the Arabic language, its literary traditions and possibilities could be considered to be the determining factor of the renaissance.
 
სასწავლო დაწესებულებათა და მშობლების ერთობლივი მუშაობის ფორმები და მნიშვნელობა ბავშვთა ჰარმონიული განვითარებისათვის
No full textThe harmonious development of children is a complex and multifaceted process that requires the synergistic involvement of both educational institutions and parents. Educational institutions provide a structured environment for cognitive, social, and moral development, while parents contribute to the formation of emotional intelligence, ethical principles, and personal identity. The integration of these two spheres creates a comprehensive framework that fosters the optimal development of a child.
Collaboration between educational institutions and parents is characterized by various models of interaction, such as dynamic parent-teacher partnerships, the development of individualized learning plans, and community-driven participation initiatives. These approaches facilitate the exchange of information regarding academic, behavioral, and social progress and help establish intervention strategies tailored to the needs of each child.
Empirical data clearly demonstrate the critical impact of parental and institutional cooperation on children\u27s holistic development. Such partnerships enhance cognitive progress, social-emotional stability, and adaptive skills essential for navigating the complexities of modern society. Furthermore, joint efforts mitigate developmental imbalances and create a cohesive and supportive environment for children. Thus, the systematic integration of educational and parental efforts emerges as a crucial strategy for shaping an individual\u27s growth.
This article consists of two parts, and the current section focuses on the forms and significance of collaborative efforts at the preschool and primary school levels.
In recent years, teachers have increasingly sought to inform parents about children\u27s challenges and achievements. The relationship between families and educational institutions will only be beneficial if they become like-minded partners, share aligned interests, plan together, and actively participate in the implementation of each aspect.
The article examines extracurricular (holidays, concerts, competitions, contests, Mother\u27s Day, "Most Athletic Family," etc.), educational (subject competitions, knowledge celebrations, talent shows, Olympiads, family reading contests, etc.), and labor-based (classroom decoration, yard beautification, tree planting, library enrichment, etc.) forms of collaboration.
To achieve all of this, teachers must be able to unite and integrate students\u27 families into a cohesive whole
ქართველი და არაბი რომანტიკოსები სალიტერატურო ენის შესახებ
No full textAmong the Georgian romantics, Grigol Orbeliani and Aleksandre Orbeliani express the most interesting and insightful views on the Georgian language and related problems.
In general, the literary and aesthetic views of the Georgian romantics have been forming since the 1930s. Since there were no printed publications in Georgia at that time, where they could have recorded their theoretical views, most of them did not have the living conditions (e.g. Nikoloz Barathishvili), did not have time, etc., and they were poets and did not have the necessary in-depth theoretical education, so their literary and aesthetic views can be read mainly in their poems and personal letters.
According to Grigol Orbeliani, language is the foundation of a nation\u27s glory, the main basis for its formation and development. And not caring about it will inevitably lead to the downfall of the nation and the country (see the poem "The Answer of the Sons").
Alexander Orbeliani distinguishes three languages in Georgian: church (religious), middle, and peasant. Based on the analysis, he comes to the conclusion that the middle language should be chosen as the Georgian literary language, as it is understandable and acceptable to everyone, the language in which "Visramiani", "Sibredzne-sotsruisa" and, most importantly, "Pepkhistkaosani" were written. At the same time, he was such a progressive-minded person that he was actually the first to raise the issue of the necessity of criticism (the same issue would be raised by Mamia Guriel, and later by Ilia Chavchavadze), as well as the need to collect and transcribe Georgian folk poems.
The article discusses Gibran\u27s views on the essence of language in general, on what factors the future of the Arabic language depends, the influence of European civilization and the Western spirit on Arab countries and, accordingly, on the Arabic language, the impact of modern political events on the language, the problems of teaching Arabic in high and secondary schools, whether all subjects are taught in the native language and what impact this has on the spiritual and cultural development of the nation, the impact of dialects on literary Arabic, what is the best way to revive the Arabic language, the role of the poet and the imitator in the development of the Arabic language, etc. In parallel, Gibran talks to us about the formation and development of a nation, the positive and negative sides of the relationship between the West and the East, etc
ასფალტბეტონის სიმტკიცე
No full textThe strength of asphalt concrete is determined by the quality and quantitative composition of the components, their combination, arrangement and connections between them. The quality of asphalt concrete is determined by its main properties: strength and deformability, density and the atmospheresustainable, aging and durability. The structure of asphalt concrete consists of polydisperse mineral components, micro-, macro- and mesostructure, which greatly affect the strength of asphalt concrete, and which must be taken into account to determine the strength.
In construction, asphalt concrete, depending on the temperature and deformation conditions, can be in the following structural states: ductile-rigid, ductile-plastic and viscoplastic.ასფალტბეტონის სიმტკიცე განისაზღვრება კომპონენტების ხარისხით და რაოდენობრივი შემადგენლობით, მათი შერწყმით, განლაგებით და მათ შორის კავშირებით. ასფალტბეტონის ხარისხს განსაზღვრავს მისი მთავარი თვისებები: სიმტკიცე და დეფორმაციულობა, სიმკვრივე და ატმოსფერომედეგობა, დაბერება და ხანმედეგობა. ასფალტბეტონის სტრუქტურა შედგება პოლიდისპერსიული მინერალური კომპონენტებისაგან, მიკრო-, მაკრო- და მეზოსტრუქტურისაგან, რაც დიდ გავლენას ახდენს ასფალტბეტონის სიმტკიცეზე, და რომელთა გათვალისწინება აუცილებელია სიმტკიცის დასადგენად.
კონსტრუქციაში ასფალტბეტონი, ტემპერატურასა და დეფორმირების პირობებზე დამოკიდებულებით, შეიძლება იმყოფებოდეს შემდეგ სტრუქტურულ მდგომარეობაში: დრეკადხისტი, დრეკადპლასტიკური და ბლანტპლასტიკური
Theoretical-experimental study of optimization of operational parameters of protective nets of aircraft power units
No full textThis scientific work discusses increasing the effectiveness of a bird-proof mesh for aircraft components (propeller, fan, compressor, etc.) by optimizing the mechanical, geometric, and aerodynamic parameters of its constituent cells.
Instead of steel wires, ropes made from high-strength composite fibers produced by world-renowned companies were selected for the protective net: Dyneema (DSM-Holland), Spectra-75 (Honeywell USA), Zylon (Toyobo MC Corporation, Japan), VECTAN (DuPont); Kevlar (DuPont). Taking into account the specific type of aircraft and its flight and operational conditions, the geometric parameters of the ropes of the cells constituting the protective net were specified (diameter, dimensions of the sides of the net cell, etc.). On a modernized tensioning machine UTM-M, the breaking strength limit of selected ropes was determined within the framework of extreme environmental operating temperature conditions of +60 -60 0C. A net was made from Dyneema fiber rope with the best characteristics and was tested on a dynamic stand at various bird weights and impact speeds.
Using a mathematical model and computer simulation programming created by scientists at the Scientific Research Center of the Georgian Aviation University, the conditions for the containment, fragmentation, and tearing of the net when birds hit a protective net were determined
MANAGEMENT OF HEMODYNAMIC FAILURE IN CRITICAL CARE
No full textHemodynamic monitoring in critically ill patients includes all techniques that evaluate and monitor the hemodynamic state of patients. For the basic initial monitoring, recent studies emphasized the importance of clinical signs of hypoperfusion and arterial pressure. This basic monitoring is not sufficient in patients resistant to initial treatment. Hemodynamic monitoring in critically ill patients involves a spectrum of non-invasive, minimally invasive and invasive techniques used to assess cardiovascular function, guide therapy and ensure adequate tissue oxygenation. The primary goal is to identify and manage hemodynamic instability, such as shock or heart failure, to prevent organ dysfunction and improve patient outcomes. Monitoring of cardiac output makes it possible to detect cardiovascular failure early and to apply treatment, sometimes using algorithms, which have been shown to improve the prognosis, particularly by reducing complications of high-risk patients. For more continuous monitoring, non-invasive and minimally invasive tools are insufficiently reliable and informative, as recently confirmed. The most invasive techniques, transpulmonary thermodilution and the pulmonary arterial catheter, are more suitable. Their effect on outcome is lacking, although recent studies showed their benefit in acute heart failure. For assessing tissue oxygenation, recent publications better defined the meaning of the indices derived from the partial pressure of carbon dioxide. The integration of all data by artificial intelligence is the subject of early research in critical care. Hemodynamic monitoring methods are selected based on the patient\u27s condition, the required level of detail and the associated risks. A multimodal and patient-centred approach, integrating clinical judgment with the appropriate monitoring tools, is currently considered the most effective strategy for managing critically ill patients