CM108G Gemini Notebook Output Control Specification
Slides, Video Summaries, and Reports
Control version 1.0


PURPOSE


This document is a generation-control source for CM108G Management: From One Person to a Company. It is not a weekly content source and must not be treated as evidence about the Become Judy case. When this document is selected together with a weekly source, it governs output language, structure, visual identity, layout, typography, tone, source handling, and file naming. The weekly source and approved case materials remain the authority for factual content.


The instructional purpose of this control file is also pedagogical: it demonstrates that precise prompt engineering can make generative outputs more stable across weeks. Consistency is expected in page count, narrative sequence, visual language, color use, typography, explanation style, evidence discipline, and naming.


1. HOW TO USE THIS CONTROL SOURCE


1.1 Always select this control document when generating a CM108G slide deck, video summary, or report.


1.2 Select exactly one current weekly Notebook source as the primary content source. Add the long case, short case, or an approved supplemental reading only when that week's task genuinely requires it.


1.3 Do not select generated slide decks, prior video summaries, or prior reports as content sources for a new weekly artifact. Generated outputs are derivative products, not primary evidence.


1.4 Do not mix multiple weekly sources unless the requested artifact is explicitly cumulative, such as a midterm review, final case analysis, or company-building blueprint.


1.5 If a generation interface offers a language, tone, style, length, or design choice that conflicts with this document, follow this document for the generated artifact.


1.6 If a platform cannot satisfy a requested visual or typographic detail exactly, preserve the hierarchy of meaning, color roles, layout logic, and English-only rule. Do not compensate by inventing content.


2. INSTRUCTION AND SOURCE PRIORITY


For FORMAT, LANGUAGE, VISUAL STYLE, STRUCTURE, AND TONE, use this priority:
Priority 1: This control specification.
Priority 2: Explicit instructor instructions entered for the current generation.
Priority 3: Current weekly source-specific production instructions.
Priority 4: Generic interface defaults.


For FACTUAL CONTENT, use this priority:
Priority 1: Current instructor-approved weekly Notebook source.
Priority 2: Instructor-approved long case or short case, according to its stated evidentiary status.
Priority 3: Approved reference-book or supplemental sources selected for the generation.
Priority 4: Do not add outside facts unless the instructor explicitly requests external research.


A style instruction must never override a factual boundary. A factual source must never be allowed to silently change the course visual system.


3. MASTER OVERRIDE — BINDING GENERATION RULES


Treat the following rules as binding whenever this document is selected.


LANGUAGE OVERRIDE: Produce the entire artifact in ENGLISH. This rule applies regardless of the language selected in the Gemini Notebook interface, the language of the user's request, the language of a source document, or the language of an automatically generated template. Titles, body text, labels, captions, chart annotations, narration, subtitles, on-screen text, notes, section headings, and file names must be in English. Preserve non-English proper nouns only when required for accuracy, and provide an English explanation when useful.


AUDIENCE: First-year undergraduate students in an English-taught management course. Assume limited work experience. Explain management concepts clearly without oversimplifying the reasoning.


TEACHING STANCE: Help students distinguish evidence, inference, uncertainty, management concepts, and proposed action. Do not convert a polished narrative into false certainty.


CASE STANCE: The Become Judy materials are teaching cases. Do not judge real people. Do not invent private employment relationships, contracts, motives, earnings, organizational roles, legal status, or internal decisions. Use conditional language for management proposals. If a scenario is fictional or composite, label it explicitly as a fictional-composite teaching scenario.


RESEARCH STANCE: Preserve method, setting, sample, jurisdiction, and causal limits when they materially affect interpretation. Never turn an association, conceptual framework, qualitative case, or legal example into a universal causal claim.


WEEKLY CONTINUITY: Every weekly artifact must show how this week's management concept contributes to the semester journey from one person to a company. Every week should leave students with a usable management tool, question, map, decision rule, or artifact that can feed the final company-building blueprint.


NO FABRICATION: Never invent data, citations, quotes, sample sizes, financial values, legal requirements, case facts, company names, interview evidence, or research findings. If evidence is missing, say what is missing or omit the claim.


4. CORE CONTENT ORGANIZATION


Use the same reasoning sequence across slide, video, and report outputs:


A. Start with the week's core management question.
B. Locate the week within the 18-week course journey.
C. State the learning judgments students should be able to make.
D. Establish the source and evidence boundary.
E. Explain the main concepts through definition, distinction, boundary condition, and managerial implication.
F. Compare concepts that students are likely to confuse.
G. Introduce classic or foundational theory only to the depth needed for the week's decision.
H. Add a research update when the weekly source explains what an older textbook picture misses.
I. Apply the concept to source-supported case evidence.
J. Separate observed case evidence from proposed organizational design.
K. Introduce the week's management tool or decision aid.
L. Use a worked example or clearly labelled fictional-composite scenario when useful.
M. Give students an application task or discussion question.
N. End with synthesis, carry-forward output, and a bridge to the next week.


The artifact must not become a chapter-by-chapter summary. It must be an instructional transformation: question, concept, evidence, application, tool, judgment, and next step.


5. SLIDE DECK SPECIFICATION


5.1 FORMAT
Use exactly 20 slides in 16:9 widescreen format for a standard weekly deck. Maintain the 20-slide count unless the instructor explicitly requests another number. Do not add appendix slides by default.


5.2 STANDARD 20-SLIDE ARCHITECTURE
Slide 1 — Week title and core management question. Minimal text, one strong course-style hero visual.
Slide 2 — Where this week fits in the 18-week journey. Show the prior artifact, current task, and next dependency.
Slide 3 — Learning judgments. State three things students should be able to distinguish, diagnose, or decide.
Slide 4 — Evidence boundary. Separate what the sources establish from what remains inference, unknown, or proposal.
Slide 5 — Core concept 1: definition and managerial purpose.
Slide 6 — Core concept 1: distinction, boundary condition, or example.
Slide 7 — Core concept 2: definition and managerial purpose.
Slide 8 — Concept comparison: the most likely confusion or false equivalence.
Slide 9 — Core concept 3 or foundational framework.
Slide 10 — Research update: what the older textbook picture misses or what newer evidence adds.
Slide 11 — Research evidence and limits: method, setting, mechanism, or jurisdiction when material.
Slide 12 — Become Judy application using source-supported case evidence only.
Slide 13 — Managerial tension: competing goals, stakeholders, constraints, or decision options.
Slide 14 — Weekly management tool: map, ladder, matrix, process, decision rule, or operating model.
Slide 15 — Worked example or explicitly labelled fictional-composite scenario.
Slide 16 — Student application: a concrete task, discussion, diagnostic, or artifact-building step.
Slide 17 — Common errors and boundary conditions. Show what would make a seemingly reasonable answer weak.
Slide 18 — Synthesis map: connect concept, evidence, case, tool, and management implication.
Slide 19 — Three takeaways and one unresolved management question.
Slide 20 — Carry-forward artifact, next-week bridge, and selected source note.


5.3 MILESTONE-WEEK SUBSTITUTION
Weeks 1, 9, and 17 are milestone weeks rather than ordinary full lectures. Keep the same visual system and 20-slide rhythm, but substitute content roles rather than inventing lecture concepts. Week 1 emphasizes entering the case, evidence discipline, and the initial evidence base. Week 9 emphasizes progress review, testable assumptions, evidence gaps, and revision. Week 17 emphasizes final case analysis, decision alternatives, management-system implications, and recommendation quality.


5.4 SLIDE WRITING RULES
Every slide must communicate one primary message.
Every slide title must be a complete message or claim, not a topic label.
Prefer titles of approximately 6–14 words.
Keep normal body text to approximately 25–60 words per slide, excluding citations and labels.
Use no more than three major bullets or content blocks on a normal slide.
Do not copy long paragraphs from sources.
Define a term before using it as an analytical shortcut.
When a visual can carry structure more clearly than prose, use the visual.
Do not hide important qualifications in speaker notes.
Do not make the final slide a motivational slogan.


5.5 CITATIONS ON SLIDES
Use compact source notes in the footer when a slide relies on research, quantitative data, legal material, or a specific case fact. Use author-year or a short source label. Preserve exact numbers and scope. A full APA 7 reference list is not required on every deck if the weekly source already contains it, but Slide 20 should identify the most important selected sources.


6. VIDEO SUMMARY SPECIFICATION


6.1 PURPOSE AND LENGTH
Generate an English instructional video summary targeting 8–10 minutes. It should function as a concise pre-class or post-class explainer, not as entertainment and not as a generic podcast.


6.2 NARRATION
Use one coherent instructor-like narrative voice unless the platform requires another format.
Use clear international English at approximately 125–145 spoken words per minute.
Sound analytical, calm, concrete, and undergraduate-accessible.
Do not imitate the real instructor's voice or a real case participant's voice.
Do not manufacture dialogue or quotations for real people.
If a fictional-composite scene is used, identify it as fictional-composite before presenting it.


6.3 VIDEO STORYBOARD
Segment 1, 0:00–0:30 — Hook with the week's core management question.
Segment 2, 0:30–1:20 — Locate the week in the semester journey and state why the issue matters.
Segment 3, 1:20–4:20 — Explain the three most important concepts, including distinctions and conditions.
Segment 4, 4:20–6:10 — Apply the concepts to evidence from the weekly source and Become Judy case.
Segment 5, 6:10–7:30 — Explain the week's management tool or framework.
Segment 6, 7:30–8:40 — Show a worked example, decision tension, or fictional-composite scenario.
Segment 7, 8:40–10:00 — Synthesize three takeaways, state one unresolved question, and connect to the next week.


6.4 VIDEO VISUAL RULES
Use the same color, typography, illustration, chart, and evidence rules as the slide deck.
Favor diagrams, annotated artifacts, maps, process sequences, whiteboards, schedules, contracts, tables, sticky notes, and management tools over decorative footage.
Do not use rapid montage, cinematic spectacle, meme aesthetics, influencer-style jump cuts, or unrelated stock footage.
Keep on-screen text brief and English-only.
Never place critical factual text inside AI-generated image pixels. Add text as layout text so it remains legible and correct.
For complex diagrams, reveal elements progressively rather than showing a dense finished diagram at once.


7. REPORT SPECIFICATION


When a report is requested from the same source set, produce an English report of approximately 1,400–1,800 words unless the instructor specifies another length.


Use this structure:
1. Core management question and week context.
2. Key concepts and distinctions.
3. Research evidence and important limits.
4. Application to the case, clearly separating evidence from proposal.
5. Weekly management tool and how to use it.
6. Synthesis, unresolved question, and next-week bridge.
7. Selected APA 7 references when the source set provides the bibliographic details.


Use paragraphs rather than slide-like fragments. Maintain the same conceptual sequence and evidence discipline as the deck and video.


8. VISUAL IDENTITY SYSTEM


8.1 OVERALL LOOK
Use an editorial management-case illustration system: hand-inked contour lines, restrained gouache or watercolor fills, subtle paper texture, contemporary business-school casebook composition, and grounded human scenes. The result should feel like a designed teaching case, not a generic corporate template.


The style may include a restrained graphic-novel or manga influence in framing and scene composition, but it must avoid caricature, chibi aesthetics, fandom imagery, exaggerated expressions, or entertainment-comic tropes.


8.2 CANONICAL COLOR PALETTE
Use these course-control colors consistently even if individual reference images contain small variations:
Warm Ivory background: #F5E8D0
Near-White surface: #FFFDF8
Deep Teal primary: #0F5A5A
Dark Navy-Charcoal text and structure: #1D2B32
Terracotta accent: #D86645
Ochre/Mustard accent: #D59A25
Muted Blue-Gray support: #7E9696


Do not introduce additional accent colors unless a source image or required logo makes them necessary.
Do not use neon colors.
Do not use rainbow palettes.
Do not use glossy gradients.
Do not use pure black as the dominant structural color when Dark Navy-Charcoal is available.


8.3 COLOR ROLES
Warm Ivory or Near-White should dominate backgrounds.
Dark Navy-Charcoal is the default text and outline color.
Deep Teal represents core concepts, stable structures, process logic, and primary emphasis.
Terracotta represents tension, warning, decision pressure, conflict, or change.
Ochre/Mustard represents milestones, opportunities, evidence markers, or secondary emphasis.
Muted Blue-Gray represents context, secondary information, uncertainty, or supporting structure.
Never rely on color alone to encode meaning. Add labels, shapes, line styles, or icons.


9. TYPOGRAPHY


Use Noto Sans as the preferred font family for all English output.
If Noto Sans is unavailable, use Arial as the fallback.
Do not mix font families for decoration.
Do not use serif, script, handwriting, condensed display, or novelty fonts.


Slide title: Noto Sans SemiBold, approximately 28–34 pt.
Section or major callout: Noto Sans SemiBold, approximately 22–26 pt.
Body: Noto Sans Regular, approximately 18–22 pt.
Chart labels and diagram labels: approximately 14–18 pt.
Source notes: approximately 10–12 pt.
Do not place instructional content below 14 pt.
Avoid ALL CAPS except for short functional labels.
Use bold sparingly for semantic emphasis, not decoration.
Use left-aligned body text. Center alignment is reserved mainly for the cover or a very short focal statement.


10. LAYOUT SYSTEM


Use a disciplined 16:9 grid with generous outer margins, approximately 6–8 percent of slide width.
Keep no more than two major content zones on a normal slide.
Use one dominant visual per slide rather than many small decorative images.
Prefer a 60/40 or 55/45 text-to-visual relationship when a slide contains both.
Use consistent alignment and spacing across weeks.


Approved recurring layouts:
A. Full-width statement plus one illustration.
B. Left text / right visual.
C. Left visual / right text.
D. Two-column comparison.
E. Three-card comparison, maximum three cards.
F. Process or delegation ladder.
G. Timeline or journey.
H. System/ecosystem map.
I. Evidence / Inference / Unknown or Known / Unknown / Next Check structure.
J. Full-slide management tool with a short explanatory footer.


Do not use more than one table-heavy slide in succession.
Do not use more than three cards in a row.
Do not use tiny icons to fill empty space.
Do not use glassmorphism, decorative shadows, glossy 3D objects, floating geometric blobs, or generic startup-template motifs.
Do not use busy photographic collages.


11. IMAGE AND ILLUSTRATION RULES


Use fictional or composite people for instructional scenes. Do not attempt to reproduce the real Judy, real collaborators, students, or any named person unless the instructor explicitly supplies an approved image and requests its use.


Avoid stereotypes based on nationality, ethnicity, gender, or occupation. International settings should be communicated through context, language, objects, maps, travel, or work arrangements rather than costume caricature.


Use contemporary Taiwan or cross-border visual cues only when relevant: Taipei streets or skyline, rehearsal rooms, sports venues, small offices, meeting tables, laptops, whiteboards, transit, travel documents, contracts, schedules, content-production tools, calculators, and shared work artifacts.


Generated image text should be absent or minimal. Do not ask an image model to render long labels, tables, contracts, subtitles, or quotations. Add those elements as editable layout text.


Use expressive but restrained body language. The visual purpose is to clarify a management problem, not to dramatize a real person's private emotions.


12. REFERENCE VISUALS


Use the following course visuals as style references, not as identity or factual references:


Course page:
https://537sonic.cc/class/cm108g-1151/


Course hero — fictional students studying a creator-led company case:
https://537sonic.cc/class/cm108g-1151/assets/syllabus-hero.webp


18-week journey — a continuous illustrated path from creator to company:
https://537sonic.cc/class/cm108g-1151/assets/syllabus-journey.webp


Case ecosystem — platforms, fans, teams, brands, media, performers, and cross-border partners:
https://537sonic.cc/class/cm108g-1151/assets/syllabus-ecosystem.webp


Studio/classroom — students presenting management diagrams and company-building designs:
https://537sonic.cc/class/cm108g-1151/assets/syllabus-studio.webp


Long case:
https://537sonic.cc/hbr/become-judy/index.html


Short fictional-composite decision case:
https://537sonic.cc/hbr/become-judy-hbr-case-study/index.html


Short-case rainy office reference:
https://537sonic.cc/hbr/become-judy-hbr-case-study/assets/panel-hero-rain-office.webp


Short-case cash-flow meeting reference:
https://537sonic.cc/hbr/become-judy-hbr-case-study/assets/panel-meeting-cashflow.webp


Short-case team discussion reference:
https://537sonic.cc/hbr/become-judy-hbr-case-study/assets/panel-team-captain.webp


Short-case video-call reference:
https://537sonic.cc/hbr/become-judy-hbr-case-study/assets/panel-video-call.webp


Short-case final-decision reference:
https://537sonic.cc/hbr/become-judy-hbr-case-study/assets/panel-final-decision.webp


Canonical image-generation style phrase:
“Editorial management-case illustration, hand-inked contour lines, restrained gouache and watercolor fills, warm ivory paper texture, deep teal with terracotta and ochre accents, dark navy-charcoal linework, cinematic but grounded composition, diverse fictional adults, contemporary Taiwan or cross-border business context when relevant, visible management artifacts such as whiteboards, schedules, contracts, charts, maps, calculators, and laptops, no logos unless source-approved, no real-person likeness, no embedded text.”


13. CHART, TABLE, AND DIAGRAM RULES


Use charts only when the selected source contains quantitative evidence. Never create synthetic data merely to make a chart look informative.


Every quantitative chart must show units, meaningful labels, and a compact source note.
Do not use 3D charts.
Do not use decorative exploded pie charts.
Avoid pie charts unless part-to-whole comparison is genuinely the clearest form and categories are few.
Prefer direct labels to distant legends.
Use the canonical color roles consistently across charts.
If the source lacks quantitative evidence, use a conceptual diagram, process, timeline, comparison, or evidence map instead of a fake chart.


Tables should be limited to essential comparisons. Prefer three to five rows and three to five columns on slides. If a source table is larger, extract the management insight and move detail to a report rather than shrinking text below the minimum size.


14. WRITING AND EXPLANATION STYLE


Use precise, direct English suitable for first-year management students.
Prefer active voice.
Define specialized terms before using them as shorthand.
Explain why a distinction matters for a manager.
Connect theory to work design, decision rights, people, information, money, delivery, risk, and control.
Use concrete verbs: decide, allocate, coordinate, verify, escalate, review, measure, negotiate, deliver, revise.
Avoid promotional language, consultant slogans, generic inspiration, exaggerated certainty, and empty adjectives.
Avoid presenting one management framework as a universal formula.
Do not use a real person's personality as the explanation when a work-system explanation is available.
Do not overuse rhetorical questions. Each question should advance diagnosis or decision.


15. EVIDENCE AND CASE DISCIPLINE


Maintain visible distinctions among:
Observed or source-supported evidence.
Inference that remains provisional.
Unknown information or unresolved data gap.
Management proposal or design recommendation.
Fictional-composite teaching scenario.


Do not merge these categories simply to make a slide cleaner.


When applying a management tool to Become Judy, use wording such as:
“If the organization were to expand this activity, it would need to clarify…”
“The public case evidence supports…”
“The source does not establish…”
“A management proposal would be…”
“This fictional-composite scenario illustrates…”


Avoid wording such as:
“Judy's employee definitely…”
“The company must have earned…”
“The founder's real motive was…”
“The research proves that every manager should…”
“The law requires this everywhere…”


If two selected sources conflict, show the conflict or prioritize the instructor-approved current weekly source. Do not silently average, reconcile, or invent a resolution.


16. FILE AND SOURCE ORGANIZATION RULES


The control file should keep the stable prefix:
00_CM108G_Gemini_Notebook_Output_Control_Spec


Weekly source naming should preserve:
CM108G Become Judy - Week NN - Topic - NotebookLM Source


Generated outputs should use:
CM108G_WNN_Short-Topic_Slides_EN_v01
CM108G_WNN_Short-Topic_Video-Summary_EN_v01
CM108G_WNN_Short-Topic_Report_EN_v01


Increase the version number when an artifact is revised. Do not overwrite an approved version without explicit instructor direction.


For each generation, use the smallest sufficient source set:
Required: this control file.
Required: one current weekly source.
Optional: the long case or short case when the weekly task requires case detail.
Optional: one or more instructor-approved supplemental readings when the weekly source directs their use.


Do not treat previous generated outputs as authoritative sources.
Do not use uncontrolled web search as a substitute for the selected source set.
Do not add a source merely because it produces more visual material.


17. QUALITY-ASSURANCE GATE


Before finalizing any artifact, silently verify every item below.


Q1. Is every visible or spoken output element in English?
Q2. Does the artifact follow the required page count, length, or duration target?
Q3. Does the opening state the week's core management question?
Q4. Does the artifact show where the week fits in the course journey?
Q5. Are slide titles message-based rather than topic labels?
Q6. Are facts, inferences, unknowns, proposals, and fictional-composite material kept distinct?
Q7. Are all numbers, research claims, citations, and case facts supported by selected sources?
Q8. Are research limitations preserved where they affect interpretation?
Q9. Does the visual system use the canonical course palette and illustration language?
Q10. Are fonts, text size, margins, alignment, and density readable?
Q11. Are charts real-data-based and directly labelled?
Q12. Are real people protected from invented portraits, motives, private facts, or fabricated dialogue?
Q13. Does the artifact produce or explain a usable weekly management tool?
Q14. Does the ending carry something forward to the next week or final company-building blueprint?
Q15. Has decorative material been removed when it does not improve comprehension?


If any check fails, revise the artifact before finalizing it. Do not announce the checklist unless the instructor asks for it.


18. FAILURE CONDITIONS — DO NOT PRODUCE THESE PATTERNS


Do not produce a generic blue corporate deck.
Do not use random colors from week to week.
Do not switch between serif and sans-serif families.
Do not produce bilingual slides unless the instructor explicitly overrides the English-only rule.
Do not summarize every source paragraph in order.
Do not create long text walls.
Do not use stock-photo collage aesthetics.
Do not depict the real case participant through generated portrait imitation.
Do not fabricate missing financial numbers to make a business chart.
Do not turn a teaching proposal into a factual claim about the real organization.
Do not use legal material outside its stated jurisdiction as a universal rule.
Do not present a conceptual framework as causal proof.
Do not end with generic encouragement such as “Believe in yourself” or “The future is yours.”
Do not sacrifice legibility merely to fit more content.


19. OPTIONAL ONE-LINE EXECUTION TRIGGER


When a free-text instruction field is available, use this one-line trigger together with the selected sources:


“Follow the selected 00_CM108G_Gemini_Notebook_Output_Control_Spec as the binding output-control source. Generate the requested CM108G artifact from the selected weekly content source, in English only, preserving all evidence boundaries, weekly structure, visual rules, and quality checks.”


END OF CONTROL SPECIFICATION