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9.1.1.1 DES/Triple DES Historically, the most famous algorithm for conventional cryptography was the Data Encryption Standard (DES). IBM submitted an internally developed cipher for a National Institute of Standards and Technology (NIST) standardization effort and it became DES, and reigned from 1976 to 2002. DES uses a 64-bit block size and a 56-bit key length. Unfortunately, it is no longer recommended due to the general vulnerability to brute force attacks (but it has no severe breaks). Several factors contributed to this vulnerability, including the 56-bit key length, the increasing pace of CPU speed improvement, and the ease of harnessing large networks to provide parallel computing capacity. A cipher based on DES as a building block has extended its life. By increasing the key length (to either 112 bits or 168 bits depending on the speci c implementation), and encrypting data with DES three times in succession, we get an effective strength of about 256 that of DES alone. This approach is known as Triple DES, 3DES, or DESede. Note that there is no Double DES algorithm because an attack called the meet-in-the-middle attack is known. This attack weakens the strength of a Double DES approach and actually degrades it to the same strength as the original DES. This attack also explains why the strength of Triple DES is only 256 instead of 2112 times as strong as DES alone. While Triple DES is an improvement, it should be viewed as a stopgap solution because of the performance inef ciencies of using DES three times in succession.

Results are also mixed at the high school level In a study of 1,330 secondary students, Beller and Stoll (1995) found, using the Hahm-Beller Values Choice Inventory in the Sports Milieu, that nonathletes scored significantly higher than team athletes However, in the Bredemeier and Shields (1986c) study mentioned earlier, no difference was found between high school athletes and nonathletes Similarly, Rulmyr (1996) administered the Defining Issues Test to 540 students in Arizona high schools and found no differences between athletes and nonathletes Finally, in a study of children in the fourth through seventh grade, it was found that boys who participated in highcontact sports and girls who participated in medium-contact sports were significantly less mature in their distributive justice reasoning than children who had participated in other sports or had not participated in any organized sport program (Bredemeier, Weiss, Shields, & Cooper, 1986).

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Level of physical contact may be an important variable because of the type of attributions elicited Children may have a difficult time distinguishing between aggression and physically forceful but nonaggressive play This, in turn, may impede the development of conceptions of fairness and just distribution of goods and rewards Taken together, the results from these studies suggest that it is important not to lump all sports and sport participants together Though inconsistencies may relate to different methodologies and tools of assessment, it is also true that not all sport experiences share similar moral qualities Not only do the rule structures of the various sports promote different types of social interaction, but each sport tends to have its own subculture and implicit moral norms, and each individual sport team develops its own unique moral microculture through the influence of particular coaches, athletes, fans, parents, and programs (eg, Fine, 1987).

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Moreover, even in a single sport environment, participants subjective appraisals of the experience may vary substantially (Vallerand & Losier, 1994; Weiss & Bredemeier, 1986, 1991) In those investigations where athletes were found to be less mature in their moral reasoning, it may be that they were differentially attracted to those sports or, alternatively, were selected to participate because of some attribute that itself correlates with less mature moral reasoning (eg, aggressiveness) Finally, differences may be due to unassessed variables unrelated to the sport experience Clearly, it will be important to continue to investigate the potential impact of various sports on moral reasoning utilizing more elaborate or advanced research methodologies Future research, for example, might profitably focus on spe-.

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