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This study of femicide involving elderly women, or female geronticide, aims to fill a gap in the research literature. The article is divided into three parts: a review of the literature on femicide, geronticide, and specifically female geronticide; a review of the literature utilizing Israel as a case-study and an empirical report on the findings of the first longitudinal study on female geronticide in Israel, which demonstrates that over a period of 10 years (2006-2015) female geronticide was perpetrated solely by intimate male partners. Findings of the study also show post hoc that while femicide is perpetrated in disproportionate numbers by, and towards, members of particular ethnic categories, such as Ethiopian immigrants and foreign migrants, there were no cases of female geronticide in these two groups. The likelihood of an elderly woman being murdered by her intimate partner or family member was higher among the following groups in the following order: immigrants from the former Soviet Union; Israeli-born Jews and; Israeli Arabs. The findings are important for policymakers in Israel but have applications globally.

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Over the last decade, with the emergence of cyberbullying (CB) in the education arena, teachers at all stages of the education system have confronted new challenges. Few studies have looked into the factors that affect the coping. This study examines teaching background factors and personal-psychological factors that may affect teachers coping with CB. Six hundred forty-four teachers (81.5% female) completed self-reported questionnaires referring to CB coping, empathy level, communication with students level and teachers' self-efficacy. Results have revealed that overall, teachers were reported on moderate levels of coping with CB. Pearson correlations indicated that CB coping is correlated positively with high levels of empathy, communication with students, and teachers' self-efficacy. A multiple regression analysis for predicting effective coping with CB exposed a significant model showing that seniority, empathy, and high levels of teachers' communication with students may predict teachers' coping with CB, whereas age and gender do not. Furthermore, the results of a mediation model have revealed that empathy and teacher self-efficacy mediate the influence of teacher communication with students on CB coping. However, we found no direct effect of teacher communication with students on CB coping. The results have significant implications for teachers' education programs.