Thank you, Madam moderator. I start from the following proposition. Being female is not an accomplishment. My being female should play no role in my being hired for a job. Of course my sex undoubtedly has made me the target of sex preferences on numerous occasions, thus casting doubt on any actual qualifications I may hope to possess. My being female should be particularly irrelevant in a university. Until recently, universities were dedicated to the Enlightenment ideal of universal knowledge. A male Chinese engineer and a female Nigerian engineer may have no spoken language in common, but they can communicate through the universal languages of mathematics and physics. Whether the buildings they erect stand or fall has nothing to do with their nationality. Or their sex, but with whether they possess mastery of engineering principles, I will go further. being black, gay or gender fluid are also not accomplishments and should have nothing to do with faculty hiring or student admissions. The only thing that should matter when a medical school hires a researcher in pancreatic cancer say is whether that oncologist is the best in his field. The dei bureaucracy is the nemesis of the Enlightenment ideal of knowledge. It puts relentless pressure on every academic department to hire on the basis of race and sex, not on the basis of intellectual achievement. Every faculty search today is one desperate effort to find even remotely qualified minorities or female candidates. Being female or a non Asian minority confers an enormous advantage in the hiring and tenure process. Yet despite this obsessive attention to diversity, many departments still do not pass the DEI proportionality test. So dei bureaucrats are on a crusade to extirpate the sources of bias that allegedly stand in the way of proportional representation. Every colorblind objective test of academic skills, whether the SATs LSATs, or the Medical College Admissions Test, is under attack is racist and is going down. Step one of the medical school licensing exam, test students knowledge of basic physiological processes. Step one when Pass Fail last year, because black and Hispanic students disproportionately got rock bottom scores, their poor scores impeded those students ability to land the residency of their choice, whether the students who will now squeak by with a pass will be the most qualified candidate for those residencies is of no interest. Scientific research priorities are being reformulated merely to increase the diversity of federal grant recipients. The National Institutes of Health has shifted funding from basic science to research on health disparities and racism, simply because black scientists do more disparities research and less pure science reality check. The reason why colleges are not proportionally diverse, has nothing to do with bias or exclusion. The reason is large racial differences in academic skills. This is an uncomfortable subject, and one that is taboo on a college campus. Indeed, I may get retroactively canceled for bringing it up. But if we're going to indict American universities and other institutions for systemic racism, we should get our facts straight in 2019, according to the National Assessment of Educational Progress 66% of black 12th graders did not possess even partial mastery of basic 12th grade math. skills, such as being able to perform arithmetical calculations are to recognize a linear function on a graph. Only 7% of black 12th graders were competent on those basic 12th grade math skills, and the number who were advanced was too small to show up statistically, the picture was not much better in reading. In 2021, the American College testing organization rated only 10% of black high school seniors college ready based on their combined math, general science and reading scores on the AC T. Whites were five times as likely to be college ready these gaps do not subsequently close. They're replicated in every graduate measure of academic skills. They mean that at present, you can have diversity, or you can have meritocracy. You cannot have both. It is mathematically impossible to produce 13% Black representation in chemistry, nuclear biology or medicine say without lowering miracle Radek standards. Of course, there are many individuals from underrepresented groups who meet existing standards, far from being discriminated against however, they are treated like quote, gold dust, as an astrophysicist at the University of California told me thanks to dei ideology, we are opting for diversity over meritocracy. Indeed, diversity is simply a code word for preferences. But those preferences do no good to their alleged beneficiaries. If MIT admitted me, for the sake of gender diversity, and I had a 600 on my math LSAT, whereas almost all of my peers had close to 800. I would struggle in if not fail my calculus class because the teaching would be pitched to the class average, I would likely have done perfectly well, however, to school where my peers matched my own level of academic preparation. So to for race preferences. The beneficiaries of them would be academically competitive in colleges where their qualifications matched those of their peers. But when they're catapulted into schools for which they are not prepared, they struggle as numerous studies have demonstrated. racial preference beneficiaries intending to major in STEM are far more likely to switch out of their intended major than their non preferred peers. The dei bureaucracy then informs them that their academic difficulties are the result of the school systemic racism. The solution to their struggles is of course, more diversity bureaucracy. Indeed, we are witnessing at this very moment, great institutional mitosis, as existing Diversity, Equity and Inclusion bureaucracies spawn identical bureaucracies. These latter go under a new name, however, quote, offices of belonging. If you thought that inclusion encompassed belonging, you underestimate dei is fecundity, in endlessly generating sinecures A University's task is the pursuit of truth. The dei bureaucracy, however, is founded on a lie, one that teaches students to think of themselves as victims and to see racism where none exists. It is iatrogenic creating through racial preferences, the very divisions and discomforts that it purports to solve and an endless vicious cycle. By all means, let us redouble our efforts to make sure that all children are prepared to succeed by focusing on a child's earliest years, campus diversity bureaucracy, bureaucrats have nothing to contribute to that effort. They do however, suck up vast sums of money, narrowed the acceptable range of discourse and forced the adoption of double standards of achievement. The UVA university should embrace a single, colorblind definition of excellence. It will only do so however, by eliminating dei fiefdoms, and by replacing identity with merit as the touchstone of academic accomplishment. Thank you.