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This text represents our attempt to write an undergraduate engineering mechanics text covering much ofthe subject material often included in the traditional statics and strength of materials courses. We were motivated in this endeavor by the changing emphasis in engineering education in which curricula are becoming more flexible to meet the needs of broader educational objectives. The book is not intended to cover "all" of statics or strength but includes those topics which we feel are essential to a cohesive development of the subject and necessary for the education of any professional engineer. We believe the text to be quite adaptable to most formats oí three-, four-, or five-semester-credit-hour courses in mechanics. For example, it can be used in a conventional three-hour statics course by covering the material in Chaps. 1 to 4 and parts of 5 and 10, and Appendix A without loss in continuity. On the other hand, a conventional three-hour strength course can be made up of Chaps. 5, 6, 7, 8, 9, and parts of 10. At West Virginia. University we ha ve used this text in our two four-areedit-hour course sequence in mechanics in the sophomore year, covering most of the text in the first course. With modern dynamics coprses leaning more toward systems rather than the traditional,rigid-body analysis, we feel that statics and strength form a compatible combination in attempting to consolidate coverage. An introductory course in engineering mechanics should provide a meaningful tie between the student's previous background in formal mathematics and bis native desire to solve useful problems. To this end we have striven to achieve an optimum blend of engineering rationalizations and approximations with mathematical abstraction and rigor. We have tried to make the student acutely aware of the relative roles played by physical intuition and formal mathematical manipulation in the solution of real problems. There are certain features which may strike some veteran mechanics teachers as unusual and unconventional. In particular, while some of our symbolism and notation is somewhat unconventional, we think it is quite transparent and uncomplicated, particularly for the student who is not already familiar with some other convention.