One of which is that the scholar-practitioner is at the end of the continuum. This shows that scholar-professional is the ideal level. McClintock says, “Academic professionals are engaged in the well-being of clients and colleagues, in learning new ways to be effective, and in conceptualizing their work in relation to broader organizational, community, political, and cultural contexts.” From McClintock's model, the scholar-practitioner is described as a scholar who has an intimate understanding of his or her specialty and is able to apply his or her knowledge in diverse ways. Capella's learning model also differentiates the scholar-professional and describes him in the same way. Capella's learning model provides in-depth examples of a doctoral (scholar-practitioner) level assignment. In the assignment, terms such as extract and evaluate demonstrate the higher level of thinking required as a scholar-professional. Bloom's taxonomy also identifies terms such as evaluating and creating as higher thought processes. An expert, the scholar-practitioner, is able to put information together in innovative ways and think outside the box, rather than remembering information. Both the Capella learning model and McClintock's scholar-practitioner model support the idea that the scholar-practitioner is a highly skilled researcher capable of applying his or her knowledge in unique fields.