How to Use Oovoo Safely 1

Total Page:16

File Type:pdf, Size:1020Kb

How to Use Oovoo Safely 1 OoVoo What is OoVoo and how to use it safely OoVoo is a video chat and messaging app, and is available for iPhone/iPod/iPads and Androids. You can also use OoVoo on a computer (PC or MAC). With OoVoo you can video chat with up to 12 people at a time; you can see four people at once on screen during these video chats. This maybe is the feature that kids really like. While kids can use FaceTime on their iPods and iPads, FaceTime only allows for a two-way call. OoVoo will let them have a little video chat party. Unlike Kik, OoVoo doesn’t have the built-in features like sending YouTube videos or playing games. Unlike Keek, privacy settings exist. Unlike Snapchat, messages don’t disappear. Unlike Tango, location settings don’t give away where you are in the world. These are some of the reasons that I don’t have too much of a problem with OoVoo – as long as kids remember privacy and safety. OoVoo has a privacy option where you can specify how and if people can find you on OoVoo. You can choose either “Anyone”, “People who know your email address or ooVoo ID”, or “Nobody”. Choose the middle option as shown, and there is less of a chance that random strangers will find you and send you messages. With this option, a friend who knows your e-mail address – presumably a friend – can find you and send you a friend request. You could also choose “Nobody” in which case, someone would have to type in your OoVoo ID directly. To find these settings, click the profile photo, click the Settings icon (“gear” icon) and then select “Privacy & Security”. How to use OoVoo Safely 1. In your profile, use your first name only. 2. Create a username that doesn’t include your last name. 3. Use a profile picture that doesn’t give away where you live (Tell kids, not to take a picture in front of your school!) 4. Same with the profile video (a video status messages called an “ooVie”). Don’t divulge personal information. Or, just use one of the generic videos that come with OoVoo. 5. Don’t add a status message (and if you do, don’t add personal information. You can note the theme here: don’t put your personal and private information in the profile!) 6. Use the Privacy settings. .
Recommended publications
  • Uila Supported Apps
    Uila Supported Applications and Protocols updated Oct 2020 Application/Protocol Name Full Description 01net.com 01net website, a French high-tech news site. 050 plus is a Japanese embedded smartphone application dedicated to 050 plus audio-conferencing. 0zz0.com 0zz0 is an online solution to store, send and share files 10050.net China Railcom group web portal. This protocol plug-in classifies the http traffic to the host 10086.cn. It also 10086.cn classifies the ssl traffic to the Common Name 10086.cn. 104.com Web site dedicated to job research. 1111.com.tw Website dedicated to job research in Taiwan. 114la.com Chinese web portal operated by YLMF Computer Technology Co. Chinese cloud storing system of the 115 website. It is operated by YLMF 115.com Computer Technology Co. 118114.cn Chinese booking and reservation portal. 11st.co.kr Korean shopping website 11st. It is operated by SK Planet Co. 1337x.org Bittorrent tracker search engine 139mail 139mail is a chinese webmail powered by China Mobile. 15min.lt Lithuanian news portal Chinese web portal 163. It is operated by NetEase, a company which 163.com pioneered the development of Internet in China. 17173.com Website distributing Chinese games. 17u.com Chinese online travel booking website. 20 minutes is a free, daily newspaper available in France, Spain and 20minutes Switzerland. This plugin classifies websites. 24h.com.vn Vietnamese news portal 24ora.com Aruban news portal 24sata.hr Croatian news portal 24SevenOffice 24SevenOffice is a web-based Enterprise resource planning (ERP) systems. 24ur.com Slovenian news portal 2ch.net Japanese adult videos web site 2Shared 2shared is an online space for sharing and storage.
    [Show full text]
  • Is Our Privacy Being Compromised As We Speak? Eavesdropper's Heaven
    IJCSNS International Journal of Computer Science and Network Security, VOL.17 No.10, October 2017 119 Is our privacy being compromised as we speak? Eavesdropper’s heaven or a nightmare? A study of Mobile Voice over Internet Protocol (mVoIP) and Instant Messaging (IM) Applications. Farhan Ahmed Muhammad Ahsan Muhammad Saeed Nasir Touheed Siddiqui Najam Department of Computer Department of Computer Department of Computer Department of Computer Science, University of Science, IBA Karachi Science, University of Science, University of Karachi Pakistan Karachi Karachi Karachi, Pakistan Karachi, Pakistan Karachi, Pakistan Abstract around these applications, these two key areas are not at all In the recent times, mobile voice over internet protocol (mVoIP) explored and there are only a handful of studies if at all applications have been greatly adopted by the masses and have which examine aspect of these so called “perfect really captured much of the attention in the application market applications”. Majority of the people who use these place. These applications not only provide voice communication applications aren’t even aware of the fact that anyone can with little to no cost but also offer instant messaging service. basically intercept their communication and if the People across the world use applications like this and some even communicate daily with others just by using these applications communication is not encrypted, can easily read and misuse rather than the conventional way of text messages and GSM calls. their information. Other than this, is the communication With applications consolidating millions and millions of users, encrypted at the servers or is the privacy of the user in the security and privacy is a topic which many prefer not to discuss.
    [Show full text]
  • Cisco SCA BB Protocol Reference Guide
    Cisco Service Control Application for Broadband Protocol Reference Guide Protocol Pack #60 August 02, 2018 Cisco Systems, Inc. www.cisco.com Cisco has more than 200 offices worldwide. Addresses, phone numbers, and fax numbers are listed on the Cisco website at www.cisco.com/go/offices. THE SPECIFICATIONS AND INFORMATION REGARDING THE PRODUCTS IN THIS MANUAL ARE SUBJECT TO CHANGE WITHOUT NOTICE. ALL STATEMENTS, INFORMATION, AND RECOMMENDATIONS IN THIS MANUAL ARE BELIEVED TO BE ACCURATE BUT ARE PRESENTED WITHOUT WARRANTY OF ANY KIND, EXPRESS OR IMPLIED. USERS MUST TAKE FULL RESPONSIBILITY FOR THEIR APPLICATION OF ANY PRODUCTS. THE SOFTWARE LICENSE AND LIMITED WARRANTY FOR THE ACCOMPANYING PRODUCT ARE SET FORTH IN THE INFORMATION PACKET THAT SHIPPED WITH THE PRODUCT AND ARE INCORPORATED HEREIN BY THIS REFERENCE. IF YOU ARE UNABLE TO LOCATE THE SOFTWARE LICENSE OR LIMITED WARRANTY, CONTACT YOUR CISCO REPRESENTATIVE FOR A COPY. The Cisco implementation of TCP header compression is an adaptation of a program developed by the University of California, Berkeley (UCB) as part of UCB’s public domain version of the UNIX operating system. All rights reserved. Copyright © 1981, Regents of the University of California. NOTWITHSTANDING ANY OTHER WARRANTY HEREIN, ALL DOCUMENT FILES AND SOFTWARE OF THESE SUPPLIERS ARE PROVIDED “AS IS” WITH ALL FAULTS. CISCO AND THE ABOVE-NAMED SUPPLIERS DISCLAIM ALL WARRANTIES, EXPRESSED OR IMPLIED, INCLUDING, WITHOUT LIMITATION, THOSE OF MERCHANTABILITY, FITNESS FOR A PARTICULAR PURPOSE AND NONINFRINGEMENT OR ARISING FROM A COURSE OF DEALING, USAGE, OR TRADE PRACTICE. IN NO EVENT SHALL CISCO OR ITS SUPPLIERS BE LIABLE FOR ANY INDIRECT, SPECIAL, CONSEQUENTIAL, OR INCIDENTAL DAMAGES, INCLUDING, WITHOUT LIMITATION, LOST PROFITS OR LOSS OR DAMAGE TO DATA ARISING OUT OF THE USE OR INABILITY TO USE THIS MANUAL, EVEN IF CISCO OR ITS SUPPLIERS HAVE BEEN ADVISED OF THE POSSIBILITY OF SUCH DAMAGES.
    [Show full text]
  • Technology Requirements for Using Video Conferencing with Victims
    Technology Requirements for Using Video Conferencing with Victims Videoconferencing can offer survivors an alternative way to meet with a provider or counselor. For survivors who lack transportation or live too far from a program or counselor, videoconferencing may be the only way they can obtain medical, legal, or trauma-informed therapy. There are several free or low cost (if upgraded) web-based conference services, each with different advantages and technical requirements. (For more information on safety and privacy considerations when using video conferencing, read “Tips for Using Video Conferencing for Victim Services.”) Types of Web-Based Services and Technical Requirements There are many factors to consider when choosing a web-based video conferencing system, including cost, operating systems, whether calls can be recorded, and how many people can be on a call at the same time. All web-conferencing systems require a connection to the Internet and can be used with either Windows or Mac. The systems reviewed here include Skype, Google Hangouts, Oovoo, Gruveo, and Zoom. Note that the systems reviewed here are available for free or for minimal costs. Some paid-for services may offer more features, security, and privacy. An important consideration in choosing a web-based conferencing system is the degree to which data is encrypted. This means whether data is encrypted indicating no one but the users can access the data or whether the data can be viewed and accessed by the service provider. This may be critical should the service provider receive a subpoena for your data. All of the systems below offer instant messaging, in-call chat, an unlimited number of meetings, and a telephone call-in option while video conferencing.
    [Show full text]
  • Table of Contents
    2016-2017 PARENT-STUDENT HANDBOOK De Smet Jesuit High School 233 North New Ballas Road Creve Coeur, MO 63141 (314) 567-3500 www.desmet.org DE SMET JESUIT HIGH SCHOOL Parent and Student Handbook Dear Parents: Your knowledge of the information in the Student and Parent Handbook is essential for the efficient operation of the school. Please review this handbook and discuss the guidelines with your son. Each student and his parents must sign a copy of the signature form (that your son will receive the first day of school) and return it to his homeroom teacher. Signing this form indicates that both the student and his parents have read the handbook, including policies regarding acceptable use of computers, and agree to abide by these policies. Additionally, signing this signature page acknowledges your legal and financial responsibility to De Smet Jesuit High School. Also, in an effort to communicate more efficiently, De Smet Jesuit requires at least one current parent/guardian e-mail address. Your son is to return this signed form to his homeroom teacher during the first full week of school. Friday, August 26, 2016 is the deadline. Students will be removed from the De Smet Jesuit network if they have not returned this form by August 26, 2016. There may be a 24-48 hour delay in receiving network privileges if a signed agreement is returned after that date. Additionally, an electronic version of this handbook is available at www.desmet.org. - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - HANDBOOK AND COMPUTER POLICY SIGNATURE FORM __________________________________ ________________________________ NAME OF STUDENT (PLEASE PRINT) SR / JR / SO / FR ___________________________________ ______________ ______________ STUDENT SIGNATURE HOMEROOM STUDENT NO.
    [Show full text]
  • Network and Device Forensic Analysis of Android Social-Messaging Applications
    DIGITAL FORENSIC RESEARCH CONFERENCE Network And Device Forensic Analysis Of Android Social-Messaging Applications By Daniel Walnycky, Ibrahim Baggili, Andrew Marrington, Frank Breitinger and Jason Moore Presented At The Digital Forensic Research Conference DFRWS 2015 USA Philadelphia, PA (Aug 9th - 13th) DFRWS is dedicated to the sharing of knowledge and ideas about digital forensics research. Ever since it organized the first open workshop devoted to digital forensics in 2001, DFRWS continues to bring academics and practitioners together in an informal environment. As a non-profit, volunteer organization, DFRWS sponsors technical working groups, annual conferences and challenges to help drive the direction of research and development. http:/dfrws.org Network'and'device'forensic'analysis'of'' Android'socialOmessaging'applica=ons' Daniel'Walnycky,'Ibrahim'Baggili,'Andrew'Marrington,' Jason'Moore,'Frank'Brei=nger' Graduate'Research'Assistant,'UNHcFREG'Member' Presen=ng'@'DFRWS,'Philadelphia,'PA,'2015' Agenda' • Introduc=on' • Related'work' • Methodology' • Experimental'results' • Discussion'and'conclusion' • Future'work' • Datapp' 2' Introduc=on' Tested'20'Android'messaging'apps'for'“low'hanging'fruit”'a.k.a'unencrypted'data:' • on'the'device,'in'network'traffic,'and'on'server'storage' Found'eviden=ary'traces:'passwords,'screen'shots,'text,'images,'videos,'audio,'GPS' loca=on,'sketches,'profile'pictures,'and'more…' 3' Related'work' • Forensic'value'of'smartphone'messages:' • Smartphones'may'contain'the'same'rich'variety'of'digital'evidence'which'might'be'found'on'a'computer'
    [Show full text]
  • Oovoo Guide for Parents
    ooVoo – Guide for Parents and Carers What is it? ooVoo is a video chat app. It lets you make video calls, voice calls and send texts to friends and family. To register with the site, you can set up an account with ooVoo or sign up using an existing Facebook account. It is available to download for free and is compatible with many devices including Amazon Fire Phone, Android Smartphone, Android Tablet, iPad, iPhone, iPod touch, Mac, Windows Phone and PC. It allows users to communicate with their friends and family via a group video chat with up to 12 people - a great way to see people that may live far away. Like other video chat services, it is particularly popular with young people who have hearing impairments as it allows them to chat with others face-to-face. Privacy settings let you decide if you want to just talk to your friends or with people you don’t know. Does ooVoo have any age restrictions? Like lots of popular sites, apps and games, ooVoo’s Terms of Service say it is for over 13s only. This minimum age is down to American privacy legislation, which states that websites collecting information from children must get permission from their parents. Many popular websites set over- 13 age limits so they don't have to comply with this legislation. If under 13s use ooVoo in the UK, it’s a violation of the site’s terms and conditions but it’s not illegal. Facebook, YouTube, Instagram and many other services also have a minimum user age of 13, often advising parental guidance up to 18.
    [Show full text]
  • Using Videoconferencing to Establish and Maintain a Social Presence in Online Learning Environments
    Educational Considerations Volume 37 Number 2 Article 6 4-1-2010 Using Videoconferencing to Establish and Maintain a Social Presence in Online Learning Environments Robert A. Moody Fort Hays State University Regi L. Wieland Fort Hays State University Follow this and additional works at: https://newprairiepress.org/edconsiderations Part of the Higher Education Commons This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 License. Recommended Citation Moody, Robert A. and Wieland, Regi L. (2010) "Using Videoconferencing to Establish and Maintain a Social Presence in Online Learning Environments," Educational Considerations: Vol. 37: No. 2. https://doi.org/10.4148/0146-9282.1152 This Article is brought to you for free and open access by New Prairie Press. It has been accepted for inclusion in Educational Considerations by an authorized administrator of New Prairie Press. For more information, please contact [email protected]. Moody and Wieland: Using Videoconferencing to Establish and Maintain a Social Presen • Flexible scheduling and individualized instruction for Using Videoconferencing students; • All courses infused with real-world problem solving; to Establish and • Program decisions based on current research; • Faculty-student communication through alternative delivery modes; Maintain a Social • State and national leadership standards integrated into every course (Dale et al. 2007). Presence in Online Dale et al., further reported, "A faculty development plan was designed that included a heavy emphasis in technology awareness, Learning Environments implementation, and integration. Program faculty decided to thread technology throughout each core course of the program so that the technology related to specific course content and application would be taught and applied within the appropriate course" (p.
    [Show full text]
  • Case No COMP/M.6281 - MICROSOFT/ SKYPE
    EN Case No COMP/M.6281 - MICROSOFT/ SKYPE Only the English text is available and authentic. REGULATION (EC) No 139/2004 MERGER PROCEDURE Article 6(1)(b) NON-OPPOSITION Date: 07/10/2011 In electronic form on the EUR-Lex website under document number 32011M6281 Office for Publications of the European Union L-2985 Luxembourg EUROPEAN COMMISSION Brussels, 07/10/2011 C(2011)7279 In the published version of this decision, some information has been omitted pursuant to Article MERGER PROCEDURE 17(2) of Council Regulation (EC) No 139/2004 concerning non-disclosure of business secrets and other confidential information. The omissions are shown thus […]. Where possible the information omitted has been replaced by ranges of figures or a general description. PUBLIC VERSION To the notifying party: Dear Sir/Madam, Subject: Case No COMP/M.6281 - Microsoft/ Skype Commission decision pursuant to Article 6(1)(b) of Council Regulation No 139/20041 1. On 02.09.2011, the European Commission received notification of a proposed concentration pursuant to Article 4 of the Merger Regulation by which the undertaking Microsoft Corporation, USA (hereinafter "Microsoft"), acquires within the meaning of Article 3(1)(b) of the Merger Regulation control of the whole of the undertaking Skype Global S.a.r.l, Luxembourg (hereinafter "Skype"), by way of purchase of shares2. Microsoft and Skype are designated hereinafter as "parties to the notified operation" or "the parties". I. THE PARTIES 2. Microsoft is active in the design, development and supply of computer software and the supply of related services. The transaction concerns Microsoft's communication services, in particular the services offered under the brands "Windows Live Messenger" (hereinafter "WLM") for consumers and "Lync" for enterprises.
    [Show full text]
  • Some Videoconferencing Software May Be Use in Teaching-Learning Foreign Language Ba Hoang Tang, Minh Tuan Tran, Thanh Yen Vu
    Some videoconferencing software may be use in teaching-learning foreign language Ba Hoang Tang, Minh Tuan Tran, Thanh Yen Vu To cite this version: Ba Hoang Tang, Minh Tuan Tran, Thanh Yen Vu. Some videoconferencing software may be use in teaching-learning foreign language. Journal of Foreign Language Science (Tạp chí Khoa học Ngoại ngữ), Hanoi University, 2014, pp.40-47. hal-03220109 HAL Id: hal-03220109 https://hal.archives-ouvertes.fr/hal-03220109 Submitted on 7 May 2021 HAL is a multi-disciplinary open access L’archive ouverte pluridisciplinaire HAL, est archive for the deposit and dissemination of sci- destinée au dépôt et à la diffusion de documents entific research documents, whether they are pub- scientifiques de niveau recherche, publiés ou non, lished or not. The documents may come from émanant des établissements d’enseignement et de teaching and research institutions in France or recherche français ou étrangers, des laboratoires abroad, or from public or private research centers. publics ou privés. Some videoconferencing software may be use in teaching-learning foreign language Journal of Foreign Language Science, Hanoi University, No. 40, pages 40-47, 2014 Authors: Tang Ba Hoang, Tran Minh Tuan, Vu Thanh Yen Tel: 04-38540303; Email: [email protected] Address: Information Technology Center, Hanoi University The article presents a general concept of distance training technology with ICT applications, summary some foreign language teaching-learning methods, technical factors affecting the implementation of a training program with the application of information technology and communication; the use of online videoconferencing application supporting language training. At the same time, the article also suggests, introduces some videoconferencing software currently popular, mostly free of charge, can be used in the teaching-learning languages in the foreign language institutions in Vietnam.
    [Show full text]
  • D2.2.3 Version 2.4 Author URJC Dissemination CO Date 30/11/2016 Status Final
    D2.2.3 Version 2.4 Author URJC Dissemination CO Date 30/11/2016 Status Final D2.3: State-of-the-art revision document v3 Project acronym: NUBOMEDIA Project title: NUBOMEDIA: an elastic Platform as a Service (PaaS) cloud for interactive social multimedia Project duration: 2014-02-01 to 2017-01-30 Project type: STREP Project reference: 610576 Project web page: http://www.nubomedia.eu Work package WP2 WP leader Victor Hidalgo Deliverable nature: Report Lead editor: Luis Lopez Planned delivery date 11/2016 Actual delivery date 30/11/2016 Keywords State-of-the-art revision The research leading to these results has been funded by the European Union’s Seventh Framework Programme (FP7/2007-2013) under grant agreement nº 610576 FP7 ICT-2013.1.6. Connected and Social Media D2.2.3: State-of-the-art revision document v3 DISCLAIMER All intellectual property rights are owned by the NUBOMEDIA consortium members and are protected by the applicable laws. Except where otherwise specified, all document contents are: “© NUBOMEDIA project -All rights reserved”. Reproduction is not authorized without prior written agreement. All NUBOMEDIA consortium members have agreed to full publication of this document. The commercial use of any information contained in this document may require a license from the owner of that information. All NUBOMEDIA consortium members are also committed to publish accurate and up to date information and take the greatest care to do so. However, the NUBOMEDIA consortium member scan not accept liability for any inaccuracies or omissions
    [Show full text]
  • Classroom Accessibility for Students Who Are Deaf and Hard of Hearing
    Classroom Accessibility for Students who are Deaf and Hard of Hearing Please note this PDF document is not formatted for screen reader accessibility. For a screen reader accessible version of this material, please visit www.chs.ca/classroom-accessibility-guide Table of Contents Section 1: Introduction .................................................................................................... 3 Section 2: The Student Population ................................................................................. 4 Section 3: The Five Building Block Framework For Language Accessibility .................. 7 Building Block One: The Built Environment ............................................................................ 7 Building Block Two: Access to Information .......................................................................... 12 Building Block Three: Language Access ............................................................................. 14 Building Block Four: Technology ......................................................................................... 23 Building Block Five: Education and Training ....................................................................... 26 Section 4: Resources .................................................................................................... 28 Section 5: Glossary ....................................................................................................... 29 2 Introduction The Barrier-Free Education Initiatives Project was developed by the Canadian
    [Show full text]