Campus-wide discussions on academic integrity can be (i)____________ by the fact that faculty and students tend to define cheating in (ii)____________ ways. Even when they concur on what cheating means, faculty and students often assign different levels of severity to specific violations. These differences can serve as a major (iii)____________ the creation of a commonly accepted set of standards of integrity that are consistently applied to all academic work within the campus community. A. expedited B. disparate C. indictment of D. obscured E. conventional F. impediment to G. hampered H. rigid I. metaphor for