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CBT

'''CBT''' is a with multiple meanings. For the most common uses, see below.

Health and Psychology

Cognitive behavioral therapy

(CBT) is a form of that identifies and changes negative thought patterns and behaviors to treat conditions such as , anxiety, and PTSD.

Cock and ball torture

(CBT) is a consensual practice involving the infliction of pain or constriction on the male genitals for sexual pleasure.

Computing and Education

Computer-based training

Computer-based training (CBT) is an educational methodology that delivers interactive instruction through computer software, simulations, and , enabling self-paced learning that often supplants traditional instructor-led classroom approaches. This form of e-learning allows learners to engage with content via digital interfaces, incorporating elements like tutorials, videos, and virtual environments to build skills and knowledge. The origins of CBT trace back to the and , with the development of early systems like (Programmed Logic for Automatic Teaching Operations), created in 1960 by Donald L. Bitzer at the University of Illinois at Urbana-Champaign. was the first generalized computer-assisted instruction system, featuring networked terminals for individualized learning experiences. CBT gained widespread adoption in the 1980s, driven by the rise of personal computers and technology, which made interactive training more accessible for corporate and educational use. Key components of CBT include modular lessons structured around quizzes, branching scenarios that adjust content based on user responses, and algorithms to personalize the experience. For instance, a basic adaptive mechanism might use logic such as: 
if user_score < threshold:
    repeat_module()
else:
    advance_to_next()
This illustrates how systems evaluate performance to reinforce weak areas, enhancing retention through tailored repetition. Such elements promote active engagement by simulating real-world applications, differing from passive reading materials. CBT offers advantages like cost-effectiveness and , reducing training expenses by up to 50% and time by 40% compared to traditional methods, while allowing on-demand access for global workforces. In corporate settings, pioneered its use in the through e-learning platforms for employee development, saving millions in costs by training new managers remotely and tracking progress digitally. Military applications include simulations for tactical , such as scenarios for onboard equipment operation, which provide safe, repeatable practice without physical resources. Over time, CBT has evolved from standalone programs to web-based and platforms, integrating access and for broader reach. This shift has boosted engagement, with studies showing e-learning can reduce learning time by 25–60% compared to traditional formats due to interactive and flexible delivery.

Computer-based testing

Computer-based testing (CBT), also known as computerized testing, is a method of delivering exams and assessments via computer interfaces, where software presents questions, records responses, automatically scores them, and often delivers immediate to test-takers. This approach contrasts with traditional paper-and-pencil formats by leveraging tools for efficient , typically at dedicated testing centers or remotely. CBT systems frequently incorporate adaptive algorithms that adjust question difficulty in based on prior answers, optimizing test precision and reducing administration time. CBT emerged as a practical alternative in the late , gaining widespread adoption in the through major standardized assessments. The (ETS) pioneered its use by launching the computer-based Graduate Record Examination (GRE) in 1992, initially offered at over 170 U.S. testing centers to enable year-round availability and adaptive formats. By 1994, ETS had administered approximately 100,000 computer-based high-stakes tests, marking a significant shift from fixed-schedule paper exams. The Test of English as a Foreign Language (TOEFL) followed suit in 1998 with its computer-based version, further solidifying CBT's role in international academic evaluations. Central to many CBT systems is (IRT), a psychometric framework that enables adaptivity by estimating test-taker ability and selecting items accordingly. Under the two-parameter logistic model in IRT, the probability P(\theta) of a correct response to an item is given by: P(\theta) = \frac{1}{1 + e^{-a(\theta - b)}} where a represents the item's discrimination (how well it differentiates ability levels), b is the item's difficulty, and \theta is the test-taker's latent ability level. This model supports precise measurement with fewer questions compared to . Additional features include question randomization from large item banks to deter cheating and ensure test security, as well as integration for diverse question types like simulations. In practice, CBT supports professional certifications, such as Cisco's and exams, which are delivered exclusively through computer-based platforms at Pearson VUE centers or online proctored sessions to validate networking skills globally. It is also prevalent in academic settings for entrance exams and course evaluations. Key benefits encompass environmental advantages through reduced paper consumption—potentially saving millions of sheets annually in large-scale programs—and enhanced global accessibility by enabling remote or on-demand testing without geographic constraints. However, CBT introduces challenges, including the , which exacerbates inequities as test-takers from low-income or rural areas may lack reliable , devices, or , leading to lower participation or performance disparities. Security remains a primary concern, with proctoring software—such as AI-driven tools monitoring webcams and screen activity—essential to prevent but often criticized for invading and requiring invasive .

Transportation

Compulsory Basic Training

Compulsory Basic Training (CBT) is a mandatory one-day course in the United Kingdom required for new motorcyclists and moped riders before they can legally ride on public roads with a provisional licence, focusing on essential riding skills and road safety awareness. The training aims to equip learners with the foundational knowledge and practical abilities to handle a motorcycle safely, including understanding the Highway Code, bike controls, and basic hazard perception. It is administered by the Driver and Vehicle Standards Agency (DVSA) and must be completed at an approved training school before obtaining a full motorcycle licence category. The course is structured into five progressive parts, typically lasting a full day (around 7 hours or more, depending on the learner's pace), with no formal pass/fail test but rather a competency assessment by the instructor. It begins with an , eyesight check, and theoretical briefing, followed by on-site practical covering bike setup and basic maneuvers like starting, stopping, and slow-speed control (equivalent to off-road elements). This transitions to on-site riding practice for balance and handling, then on-road preparation including observation and positioning, culminating in at least two hours of supervised on-road riding to apply skills in real traffic conditions. Group sizes are limited to a maximum of four learners per instructor off-road and two on-road to ensure personalized guidance. Upon satisfactory completion, learners receive a DL196 of completion, which validates their provisional entitlement. CBT was introduced on 1 December 1990 under road safety regulations to address the high accident rates among novice and inexperienced motorcyclists by mandating initial structured training. This measure has been broadly effective in improving rider preparedness and contributing to a reduction in accidents for new riders, with studies indicating formal training like CBT correlates with lower crash involvement in the early post-training period. Updates to the programme include the integration of e-learning elements, such as the free Ridefree online course launched in 2020, which learners are encouraged to complete beforehand to enhance theory and hazard awareness. Eligibility for CBT requires riders to be at least 17 years old for (16 for mopeds), hold a provisional motorcycle licence, and provide proof of . The certificate remains valid for two years, during which time it allows supervised riding on up to 125cc with L plates and no motorways; renewal via retaking the is needed if not progressing to full tests. is conducted exclusively at DVSA-approved motorcycle schools across the , with booking handled directly through these providers via the official finder tool. Costs vary by location, school, and whether the learner provides their own bike, but typically range from £160 to £200 as of 2025 for the full , including bike and helmet hire where applicable.

CBT (railway)

The Chemnitztal-Thum-Bahn (CBT) was a narrow-gauge railway line in , , forming a key segment of the Thumer Netz, a regional network serving the industrial (Erzgebirge). Constructed primarily for the transport of minerals, coal, and passengers in the late , the line connected the standard-gauge rail system near to the town of Thum via Schönfeld-Wiesa, facilitating economic development in mining communities. The 750 mm gauge track extended approximately 17 km from Schönfeld-Wiesa to Thum, part of a broader 44 km network that linked multiple standard-gauge junctions at Wilischthal, Schönfeld-Wiesa, and Meinersdorf. Operations on the CBT segment began in , with hauling freight and passenger trains through challenging terrain, including the notable Greifenbach —a 181-meter-long, 36-meter-high structure completed in 1906 to extend the line. Typical trains featured small steam engines capable of speeds up to 25 km/h, carrying around 50 passengers in open or covered cars suited to local needs. The railway supported the region's industry by linking remote extraction sites to larger processing centers near , while also providing vital commuter services until rising road transport diminished its role post-World War II. Passenger services on the Schönfeld-Wiesa–Thum section ended in 1967, with full freight closure across the Thumer Netz by 1975; tracks and bridges were subsequently dismantled in the 1970s. Today, no operational rail service exists on the CBT route, but preservation efforts by the nonprofit Schmalspurbahn Thumer Netz e.V., founded to safeguard the legacy of the network, maintain historical artifacts such as locomotives, wagons, and documents at sites like the former Oberherold station. The hosts biennial model exhibitions and display facilities highlighting the Thumer Netz's and cultural impact, funded through memberships and grants. This preservation underscores the CBT's role as a preserved example of Saxony's extensive 19th-century narrow-gauge infrastructure, which once spanned over 500 km statewide and exemplified early industrial rail innovation in .

Business and Organizations

Central Bank of Trinidad and Tobago

The Central Bank of Trinidad and Tobago (CBTT) serves as the country's primary monetary authority, tasked with issuing and managing the , regulating financial institutions, and fostering through implementation. Established under the Central Bank Act of 1964, the institution assumed responsibility for these functions following the transition from the earlier British Caribbean Currency Board system, marking a key step toward national control over monetary affairs. The Act outlines the Bank's core mandate to safeguard the value of the domestic currency, act as banker to the government, and oversee the financial system's soundness. In its operations, the CBTT pursues low and stable as a primary objective, aiming to keep around 3 percent to support sustainable growth without formal . It manages foreign reserves, which stood at approximately $6.3 billion at the end of 2023, to ensure for imports and external obligations while mitigating volatility. Additionally, the Bank supervises eight commercial banks and other financial entities under the Financial Institutions Act of 2008, enforcing prudential standards to prevent systemic risks and promote market integrity. Historically, the CBTT played a crucial role in navigating the 1970s-1980s , when surging revenues fueled but also inflationary pressures; the Bank introduced liquidity management tools and reserve requirements to stabilize the amid rapid credit growth. During the subsequent bust, it supported efforts to address banking sector vulnerabilities exposed by declining oil prices. In more recent times, the Bank responded to the foreign shortages by facilitating a managed of the —shifting from a fixed rate of TT$6.30 to US$1.00 to about TT$6.40 by mid-2016—to restore balance in external payments and curb parallel market distortions. Under the leadership of Governor Larry Howai, appointed in June 2025, the CBTT continues to prioritize resilience against global shocks, including energy price fluctuations. The institution contributes to broader financial integration through collaborations with the (ECCB), such as joint initiatives on regional payment systems and to enhance cross-border stability and .

CBT Systems

CBT Systems was an software company founded in 1984 in by former employee Pat McDonagh and stockbroker , specializing in the development and marketing of computer-based (CBT) software for , particularly in . The company emerged as a pioneer in the CBT industry, focusing on off-the-shelf and customized interactive courses to address the growing demand for IT skills in corporate and educational settings. By the mid-1990s, CBT Systems had expanded internationally, establishing subsidiaries in the UK, , and other regions, and became the world's largest provider of such software with operations in over 20 countries and more than 1,000 employees. The company's core products included extensive libraries of multimedia-rich CBT courseware covering major technologies like , databases, networks, and emerging tools, designed for self-paced learning and preparation. These solutions were deployed across and corporate sectors, enabling organizations to integrate interactive simulations, assessments, and video elements into programs without requiring extensive custom development. CBT Systems also offered deployment tools like CBT Web for intranet-based delivery, facilitating scalable access for large user bases. In the , CBT Systems innovated by developing runtime engines optimized for Windows platforms, allowing efficient playback of complex interactive content on standard and reducing dependency on specialized . This advancement supported the shift from mainframe-based training to desktop environments, enhancing accessibility for global users. These innovations helped establish CBT as a cost-effective alternative to traditional instructor-led sessions. The company's legacy endures through its influence on modern learning management systems (LMS) and e-learning platforms, emphasizing modular, content libraries that prioritize user engagement and measurable outcomes. Founder Pat McDonagh died in December 2023. Following its 1999 rebranding to SmartForce to capitalize on the rise of web-based learning, CBT Systems merged with in 2002, combining their portfolios to create one of the largest e-learning providers with over 3,000 courses. Post-merger, original CBT content was integrated and rebranded under , continuing to serve millions of users in training, IT skills, and . Key milestones include the 1995 initial public offering (IPO) on , marking the first for an Irish technology firm and raising capital for global expansion; rapid revenue growth from under $10 million in the early to $66.3 million by 1996 and nearly $200 million in 1999, driven by partnerships with tech giants like and ; and the 1999 rebranding, which positioned the company at the forefront of the e-learning boom. These achievements underscored CBT Systems' role in transforming from physical media to formats, aligning closely with the broader of computer-based training methodologies.

Media and Broadcasting

CBT-FM (Canadian radio station)

CBT-FM is a public radio station in , , , owned by the Canadian Broadcasting Corporation. It broadcasts the network on 93.3 MHz, serving central Newfoundland with news, talk, and cultural programming.

Other broadcasting uses

In the field of broadcasting, CBT denotes , a administered by the Society of Broadcast Engineers (SBE) to recognize individuals with foundational knowledge in radio and television engineering. The requires passing a three-hour multiple-choice exam covering topics such as basic , systems, , and (FCC) rules, with no prior experience needed but options for qualification via relevant licenses like the FCC . Holders of the CBT credential often work in roles involving the installation, maintenance, and operation of broadcast equipment, contributing to compliance with FCC standards for spectrum allocation and technical operations. Another broadcasting-related use of CBT is College Basketball Talk, a podcast and digital content series produced by NBC Sports from 2012 to 2020, focusing on analysis, previews, and discussions of NCAA men's basketball. Hosted primarily by Rob Dauster, the program featured weekly episodes breaking down rankings, player performances, and tournament predictions, serving as a key platform for sports broadcasting within NBC's portfolio. Its discontinuation in 2020 aligned with broader NBCUniversal cost-cutting measures affecting sports media properties. These uses highlight CBT's application in professional development and sports media production, distinct from specific station identifiers like the Canadian radio outlet.

Sports and Recreation

Canadian Baseball Tournament

The Canadian Baseball Tournament (CBT), more formally known as the Baseball Canada National Championships, is a series of annual youth baseball competitions organized by Baseball Canada, the national governing body for the sport. These events bring together provincial and territorial teams for players aged 12 to 18 across various divisions, including 13U, 15U (Baseball Canada Cup), 16U, and 18U categories, fostering competitive play and skill development nationwide. Established to promote amateur , the tournaments emphasize teamwork, discipline, and adherence to international rules set by the . The tournament format typically features a preliminary stage where teams compete in pools, followed by playoff rounds culminating in games for , silver, and . Hosted in rotating locations across Canada's provinces and territories, the events accommodate 8 to 12 teams depending on the age group and year. For instance, the 2024 Baseball Canada Cup (15U division) took place in , , from August 7 to 11, drawing teams from all 10 provinces in a structure that included pool play and elimination brackets to determine the champion. Historically, organized national youth championships in trace their roots to the early , with the first Junior (18U) Championship held in in Montréal, Québec, where the Montréal National team emerged victorious. While arrived in as early as 1838 and saw amateur leagues flourish in the early —including regional tournaments in dating back to the —the post-World War II era marked significant growth and professionalization of youth programs through better organization, coaching standards, and integration with international competition. By the 1950s, standout amateur teams from provinces like and began influencing the MLB draft, with players scouted directly from such circuits paving the way for Canadian talent in professional ranks. These tournaments have had a profound impact on Canadian baseball by serving as a primary pipeline for elite talent, with numerous alumni advancing to and other professional leagues. A prominent example is , the 2006 MVP and longtime star, who won consecutive Midget (16U) national titles in 1997 and 1998 representing . The competitions align closely with official rules, prioritizing fair play, sportsmanship, and comprehensive player evaluation, which helps identify prospects for national teams and international events like the . Scholarships and development opportunities are often awarded to top performers through partnerships with provincial associations and programs like the Summer Games.

Cross-Ball Tennis

Cross-Ball Tennis is a niche variant of designed to emphasize diagonal play across the court, invented in 2005 by coach Pierre Cross specifically to enhance players' agility and strategic movement. This format modifies standard rules to encourage all shots to cross the net diagonally, countering the dominance of baseline rallies in modern professional . By forcing players to prioritize cross-court angles, it simulates high-pressure scenarios that build quick footwork and anticipation skills. The rules of Cross-Ball Tennis are played on a standard with conventional rackets and balls, but introduce penalties for any straight-on (down-the-line) shots, such as loss of point or a fault warning. Scoring follows traditional conventions—love, 15, 30, 40, game, set, match—but includes bonuses for successful cross volleys, awarding an extra point or advantage in situations to reward precise diagonal execution. Matches typically last best-of-three sets, with serves required to land in the diagonally opposite service box to maintain the cross-court theme from the outset. These modifications ensure constant lateral movement, distinguishing it from regular while keeping equipment requirements identical—no special gear is needed. Since its development, Cross-Ball Tennis has gained traction primarily in coaching academies across and , where it serves as a training tool rather than a mainstream competitive sport. Tournaments began in 2010, organized by select federations, attracting approximately 100 participants annually in events focused on junior and amateur levels. Its popularity stems from its utility in skill development, with coaches reporting improved player adaptability in full matches. Unlike team-oriented formats like the Canadian Baseball Tournament, which emphasizes collective strategy in , Cross-Ball Tennis hones individual racket skills through its diagonal constraint. The primary benefits of Cross-Ball Tennis lie in its targeted enhancement of footwork and tactical , as the mandatory cross-court rule compels players to cover more ground laterally, fostering better and times. Studies and feedback highlight its role in reducing reliance on power baseline play, promoting a more varied shot repertoire that translates to superior performance in standard . This format requires no additional investment beyond regular setups, making it accessible for academies and private lessons.

Publishing and Literature

Computer Books and Technology series

The Computer Books and Technology (CBT) series is an educational line of print and books focused on skills, published primarily by Que Publishing, an imprint of Pearson, starting in the 1980s and covering topics such as networking, software applications, and hardware maintenance. These volumes targeted professionals and hobbyists seeking practical guidance in emerging computing fields, with examples including guides to operating systems and system upgrades. The series is characterized by its step-by-step instructional format, featuring annotated screenshots, hands-on exercises, and troubleshooting tips to facilitate self-directed learning. For instance, early titles like Easy provided visual walkthroughs for installing and customizing the operating system, while later editions addressed updates through the 2010s, such as and 7 configurations, and as of 2025, include guides for Windows 11. This approach emphasized accessibility for non-experts, distinguishing the books from more theoretical texts. Originally launched as physical print editions in the late under Que's imprint, the CBT series evolved to include e-book formats and online companion resources by the 2000s, following Que's acquisition by Pearson in 1998, and aligning with the shift toward . Spanning over 800 titles within Que's broader catalog, it catered to beginners and intermediate users, with ongoing revisions to reflect technological advancements like networking, , and PC hardware evolution. The series received acclaim for its clear, user-friendly style that democratized IT knowledge, contributing to strong sales during periods of rapid tech adoption, including the Y2K preparations when demand surged for millennium bug mitigation guides. Notable contributors included industry experts such as Scott Mueller, whose Upgrading and Repairing PCs became a cornerstone volume, offering detailed hardware diagnostics and upgrades praised for reliability. The CBT series played a key role in promoting self-paced technical education, inspiring similar tutorial-based resources in the digital age, and many volumes are now preserved in online archives for historical . It helped bridge the gap between complex and everyday users.

Other Uses

Cisco Broadband Troubleshooter

The Cisco Broadband Troubleshooter (CBT) is a (GUI)-based software application developed by Systems for diagnosing and resolving issues in cable networks, particularly those using Data Over Cable Service Interface Specification () protocols. It targets (RF) problems in (HFC) architectures, enabling network administrators and RF technicians to monitor cable modem termination systems (CMTS) and associated modems. CBT's core functionality involves collecting and analyzing performance data from CMTS devices, such as uBR series routers, via (CLI) commands over or SNMP sessions. It performs on-demand or scheduled diagnostics to evaluate RF signal quality, identify connectivity faults, and generate automated reports on metrics like upstream and downstream errors or . For instance, the tool supports Subscriber Traffic Management () features, which require CMTS configurations like the "cable qos enforce-rule" command to enforce quality-of-service policies during . This allows users to isolate issues such as signal degradation without manual intervention, streamlining resolution in environments. Introduced in the early as version 1.0, CBT evolved to support expanding infrastructure needs, with documented releases including 3.3 in 2007, 3.4 in 2010, and 3.5 in 2013. These updates added compatibility for newer CMTS models like the MC5x20 series and enhanced operating system support, reflecting adaptations to growing deployments in access networks. The tool originated as a application for point-to-multipoint and systems but focused primarily on troubleshooting by the mid-. In practice, CBT is deployed on Windows servers or workstations, where users configure connections to CMTS devices and initiate scans to retrieve statistics. Licensing tiers, such as CBT-3.3-LIC50 for managing up to 50 CMTS units, allow for large ISP networks. Administrators use its to view logs and expert analyses, facilitating proactive ; for example, it can highlight RF imbalances contributing to service outages. While specific CLI debug commands like "debug cbt" are not native to the tool, it leverages standard show commands (e.g., "show ") for data aggregation during sessions. Networking professionals often receive competency-based training to master CBT operations, ensuring efficient application in field scenarios. CBT integrates within Cisco's broader network management ecosystem, complementing tools like SNMP-based monitoring for CMTS and aligning with provisioning systems. It supports interactions with IPv6-enabled networks through underlying CMTS capabilities but does not feature native IPv6-specific diagnostics. In settings, it aids in reducing mean time to resolution for RF-related incidents, though quantitative impacts vary by deployment.

Competency-Based Training

Competency-based training (CBT), also known as competency-based education and training (CBET), is a learner-centered approach to vocational and that focuses on achieving specific, measurable outcomes aligned with workplace requirements. It emphasizes the demonstration of competencies—defined as the combination of , skills, and attitudes needed to perform tasks effectively—rather than the duration of instruction. Under CBT, learners advance upon mastering these competencies through criterion-referenced assessments, allowing for flexible pacing and . The origins of CBT trace back to the in the 1950s through , amid post-World War II concerns over educational efficiency and quality in response to rapid industrialization and technological change. Influenced by behavioral psychology, particularly the work of on , and Ralph Tyler's systems-based curriculum design—which prioritized explicit behavioral objectives—CBT evolved as a response to perceived failures in traditional education models. A pivotal synthesis occurred in the Performance-Based Teacher Education (PBTE) movement of the late and early , led by figures like Robert Houston and W. James Popham, who integrated behavioral objectives with performance assessments to train educators. This framework shifted focus from input (e.g., hours in class) to output (e.g., observable performance), laying the theoretical groundwork for broader vocational applications. By the 1980s and 1990s, CBT gained international traction, particularly in technical and and training (TVET). In , it underpinned the National Training Framework established in 1992 through the Australian National Training Authority (ANTA), standardizing competencies across industries via the Australian Qualifications Framework and promoting modular, industry-endorsed curricula. Globally, organizations like the and the (ILO) have championed CBT for its role in addressing skills mismatches in labor markets, especially in developing economies. For instance, UNESCO's TVET guidelines advocate CBT to foster employable skills in sectors such as , , and services, emphasizing contextual adaptation to local needs. In practice, CBT structures training around clearly defined competency standards, often developed through industry consultation to ensure relevance. Training is delivered modularly, with assessments verifying mastery via simulations, portfolios, or on-the-job evaluations, rather than exams alone. This approach has been applied extensively in fields like healthcare (e.g., certification programs requiring demonstrated clinical skills) and (e.g., apprenticeship models in the Union's VET systems). A seminal example is the ILO's CBT programs in Arab states, which integrate like problem-solving with technical proficiencies to enhance adaptability amid economic diversification. While CBT promotes by accommodating diverse learners, its success depends on robust standard-setting and assessor training to avoid narrowing curricula to rote tasks. As of , CBT has increasingly incorporated digital tools for remote assessments and , as promoted by and ILO in response to global changes post-COVID-19.