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This paper explores the effect teaching in a specially designed 'creative learning space' has on students' engagement with the learning process, their motivation to explore, experience and discover (i.e. to be creative), and on them becoming more active, autonomous learners. It examines the notion of creative space, how it differs from teaching and learning in a typical classroom environment and the impact it has had on students and staff. Socio-economic changes affecting Higher Education are having a considerable impact on the nature of the curriculum and the way in which teaching is carried out. The student body is becoming increasingly diverse and a greater premium is being attached to the development of so-called higher-order skills such as creativity. This is being further affected by an increase in the use of advanced technology and changes in the teaching-learning relationship with the lecturer's role becoming increasingly one of a facilitator of the learning process. Thus, there has been an increased interest in exploring innovative and stimulating practices and learning spaces. It is not an easy task to measure the effectiveness of any learning space as there are many variables: teacher style, learning techniques, the method of delivery, etc. This paper reports on the initial findings of using such a space in an attempt to make a difference to students' learning and their creative capacity. OverviewThis paper concentrates on the notion of 'creative learning space' and its different uses in a Higher Education environment. The C-space (Creative space) is one of the professional spaces of the 'Bridges' Centre for Excellence in Teaching and Learning (CETL) at the University of Bedfordshire. There are 74 CETLs in the UK, which are funded by the Higher Education Funding Council for England (HEFCE) as part of a national initiative. Each CETL has a leading theme, and Bridges' is to support the Personal, Career, and Professional Development of undergraduate students. The name 'Bridges' is not accidental as the centre aims to bridge the gap between students' learning experiences and the world beyond university, smoothing transitions into the workplace and opening opportunities.The relationship between learning and space is central to 'Bridges' and it has its own professional working environment, the Bridges Learning Space, comprising three different learning areas:• The S-space (Social Learning Space) -designed to enhance learner engagement in a relaxed setting (see Figure 1). • The F-space (Formal Space) -a 'boardroom' which is used for seminars and lectures and includes a range of technologies to support learning.

An iridium( 111) hydride complex in solution catalyses the 02-co-oxidation of cyclo-octene and H2 to cyclo-octanone and water, respectively, via a hydroperoxide intermediate.The selective 0,-oxidation of olefins to ketones by a single oxygen atom transfer process catalysed by rhodium com-2H+ X + 0, + 2e --+ XO + H,O; (X = substrate) (1)

An iridium(III) hydride complex has been used in solution under a hydrogen/oxygen atmosphere at ambient temperatures to catalyze slowly the selective oxygenation of cyclooctene to cyclooctanone. The H2 acts as a two-equivalent reducing agent in accepting the second oxygen atom of the O2 molecule to generate water. The overall reaction shows similarities to catalytic oxygenation reactions performed by a class of P450 enzymes. Spectroscopic evidence for the iridium system indicates an oxygen atom transfer to the olefin via a hydroperoxide intermediate (IrOOH), formed by insertion of O2 into the metal hydride bond; the hydride is thought to be regenerated, together with formation of water, by hydrogenolysis of the resulting iridiumhydroxo species. Catalytic hydrogenation of the monoene as well as hydrogenolysis of oxygen to water are observed as competing reactions. Some related rhodium systems do not give selective oxidation products.

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