With reference to recent developments regarding 'Recombinant Vector Vaccines', consider the following statements : 1. Genetic engineering is applied in the development of these vaccines. 2. Bacteria and viruses are used as vectors. Which of the statements given above is/are correct?

Gives a clear definition of genetic modification as altering hereditary material (DNA) by inserting foreign genes; establishes what 'genetic engineering' means.

A student could combine this with the basic fact that recombinant vector vaccines carry foreign antigen genes to infer such vaccines would require altering DNA of a carrier.

States GM organisms are created by modifying DNA using genetic engineering—shows the general technique used to create organisms with new traits.

One could extend this rule to reason that producing a vaccine vector that expresses a pathogen protein would likewise involve modifying a vector's DNA.

Explains vaccines can be made from different methods and mentions 'some newer vaccines instruct our own body cells', implying molecular/novel approaches beyond whole-pathogen vaccines.

A student could link 'newer vaccines instruct cells' to recombinant/genetic approaches (e.g., vectors or nucleic-acid-based) as plausible methods requiring genetic manipulation.

Describes government-supported initiatives to develop diagnostics, vaccines and novel therapeutics using biotechnology, indicating vaccines are an active target of modern biotech efforts.

Combine this with the definition of genetic engineering to suspect that biotech-driven vaccine development includes genetically engineered recombinant approaches.

Defines 'genetic engineering' as removing and replacing specific genes with genetic information from another organism—an explicit description of recombinant techniques.

A student could apply that definition to the concept of a recombinant vector (a carrier altered to include foreign genes) to judge whether genetic engineering is involved.

States that some newer vaccines 'instruct our own body cells', implying vaccines can deliver information to cells rather than only using whole killed/weakened germs.

A student could combine this with the basic fact that viruses naturally deliver genetic material into cells to hypothesize that modified viruses might be used to deliver vaccine instructions.

Explains that viruses multiply when they enter a living cell, i.e., viruses are natural carriers of genetic material into host cells.

A student could extend this by noting that if viruses can enter cells, they could be engineered (with harmless genes) to act as delivery vehicles for vaccine antigens.

Describes vaccine types including dead, weakened, or harmless parts of a germ, showing a pattern of using modified or partial pathogens in vaccine design.

From this pattern, a student might infer that another modification strategy is to use a harmless virus as a carrier for parts of a pathogen (i.e., a vector), then check external sources on 'viral vectors'.

Defines the word 'vector' in infectious disease contexts as an insect that transmits pathogens, highlighting that 'vector' has at least two meanings (biological carrier vs. vaccine delivery vehicle).

A student should use this to avoid confusion and then seek the alternative technical meaning of 'vector' in genetics/biotechnology (a carrier for genetic material) when evaluating the statement.

States vaccines can be made from weakened/dead pathogens or harmless parts of pathogens, showing vaccine platforms include whole bacteria-derived materials.

A student could combine this with the basic fact that some vaccines deliver antigenic material via a carrier organism to infer bacteria might serve as such carriers and seek examples.

Gives a concrete example where an inactivated bacterial product (tetanus toxin) is used to induce immunity, demonstrating bacterial components are valid vaccine ingredients.

One could extend this by noting that if bacterial components work as antigens, engineered bacteria could plausibly be used to present foreign antigens in vaccines.

Summarises that vaccines train the immune system using dead, weakened, or harmless parts of a germ, framing a general rule that harmless/modified organisms or parts can be used deliberately.

Using the rule that harmless/modified germs are acceptable vaccine platforms, a student might consider engineered (recombinant) bacteria as one such modified germ to investigate further.

Defines genetically modified organisms as organisms whose DNA has been altered to include foreign genes, establishing the general principle of using organisms as carriers of transgenes.

A student can extend this by applying the GMO concept to bacteria (common hosts for genetic modification) and ask whether such modified bacteria are used as vaccine vectors.

Notes many bacteria are used in industries, implying bacteria can be harnessed and manipulated for human applications.

Combining this with the GMO definition and vaccine-platform rules suggests investigating industrial/biotech uses of bacteria as delivery vehicles for vaccine antigens.